The effects of a planned induction program on first-year teachers

The major focus of this study was to implement and assess the effects of a college-based induction and support program for first-year teachers. The program included four main components: summer coursework prior to teaching, assigned mentor, on-site visitation program, and regional seminars. The research design for the study was a pre-post, non-random field-based experimental-control group format. Students from three institutions in Nebraska formed the initial pool of students. Students choosing to take part in the program formed the experimental group, while the others formed the control group. Both qualitative and quantitative data were collected. A survey instrument was used to collect quantitative data concerning teachers\u27 perceived level of functioning on selected teaching behaviors and expectations/realities of selected working conditions. Principals completed a similar instrument. A second instrument was used to determine self-concept. Journals, on-site visitations, and regional seminars were used to collect qualitative data. Based on an analysis of the data collected major conclusions were drawn. (1) Both groups of teachers began and ended the first-year reporting a high level of teaching skill. (2) Conflict appeared to exist between what beginning teachers expected to happen and the reality of the situation. (3) Differences emerged between teachers and administrators regarding the perception of teaching skills. (4) Job-embedded supports were not provided by the schools. (5) The influence of the school environment was confirmed as a powerful socializing force. (6) Teachers were disappointed with the lack of administrative support and assistance. (7) The mentor\u27s role in helping beginning teachers needs further definition by school personnel. (8) Opportunities need to be provided for beginning teachers to reflect about teaching. (9) Teachers\u27 needs were varied yet individualized inservice support was not provided. (10) A difference was noted between what the quantitative data reported and what qualitatively the teachers shared. (11) The role that college personnel play may be more peripheral than direct. A plan of action for colleges and public schools is presented for future induction and support programs