BEGINNING TEACHERS’ PERCEPTIONS OFCOMPREHENSIVE INDUCTION PROGRAMMING

Abstract

Training and assimilation of beginning teachers is critical to ensuring a highlyqualified teaching staff. Development of new teacher induction programs requirescareful planning and consideration. The purpose of this study was to evaluate oneMissouri school district’s comprehensive Teacher Induction Program (TIP), specificallythe participants’ perceptions of the program and its components. Beginning teachers’perception data was also analyzed by teaching level and total years of teachingexperience. The methodology of this research followed a quantitative design using aLikert-type scale survey. Data was also collected from one open-ended response itemasking participants to share how they felt the program met its purpose of acculturatingbeginning teachers into the learning organization and accelerating the beginning teachers’professional development. The major findings of this research indicated all participatingteachers perceived six of the eight components of the TIP to be beneficial. Of the sixcomponents, regular meetings with the building administrator had the highest meanrating. Based on teaching level, elementary and secondary teachers perceived differentcomponents to be the most beneficial. Elementary teachers perceived regular meetingswith the instructional coach to be the most beneficial component whereas the mostbeneficial component perceived by the secondary teachers was the regular meetings withthe building administrator. Elementary teachers in general were more positive about theprogram than were secondary teachers. Total years of teaching experience did not have acompelling influence on the perceived benefits of the TIP components.