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Exploring The Effectiveness Of Induction Programs From New Teachers' Perspectives In Urban And Suburban Districts

Alexander-Winfrey, Adrean C.
http://rave.ohiolink.edu/etdc/view?acc_num=ashland1712569571442123

Abstract Details

2024, Doctor of Education, Ashland University, College of Education.
This dissertation investigates the effectiveness of induction programs from the perspectives of new teachers in urban and suburban school districts. The research uses a phenomenological qualitative research design. The theoretical frameworks for this research are the Motivation Theory and Self-Efficacy Theory. There are eight participants, four from urban schools and four from suburban schools. The study focuses on understanding how new teachers' perceptions of their induction programs influence their decisions to stay in the teaching profession. Data collection involves qualitative research methods, specifically semi-structured interviews, designed to capture participant accounts and insights. The Thematic analysis of the data revealed four key themes: Mentorship and Support, Work-Life Balance, Professional Development, and Institutional Support. These themes highlight the complexities of new teachers' experiences and shed light on the effectiveness of induction programs in different school environments. The research findings revealed significant implications for shaping educational policies and practices in teacher induction programs. Policymakers are encouraged to use this knowledge to make evidence-based induction initiatives. The study emphasizes the need for a positive school culture that prioritizes personalized support for mentors, collaboration, open communication, and mutual respect among all members of the educational community. Adding these insights into policy frameworks can enhance the overall education system and reduce teacher turnover in urban and suburban school districts.
Peter Ghazarian, Ed.D. (Committee Member)
Pat Farrenkopf, Ed.D. (Committee Member)
Judy Alston, Ph.D. (Advisor)
135 p.
Education; Educational Leadership; Teacher Education
Induction; New Teacher; Novice; Mentor; Urban; Suburban; Attrition; Retention; Education; New Teacher Perspective

Recommended Citations

Citations

  • Alexander-Winfrey, A. C. (2024). Exploring The Effectiveness Of Induction Programs From New Teachers' Perspectives In Urban And Suburban Districts [Doctoral dissertation, Ashland University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1712569571442123

    APA Style (7th edition)

  • Alexander-Winfrey, Adrean. Exploring The Effectiveness Of Induction Programs From New Teachers' Perspectives In Urban And Suburban Districts. 2024. Ashland University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ashland1712569571442123.

    MLA Style (8th edition)

  • Alexander-Winfrey, Adrean. "Exploring The Effectiveness Of Induction Programs From New Teachers' Perspectives In Urban And Suburban Districts." Doctoral dissertation, Ashland University, 2024. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1712569571442123

    Chicago Manual of Style (17th edition)

ashland1712569571442123
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© 2024, all rights reserved.
This open access ETD is published by Ashland University and OhioLINK.