Perceived effectiveness of induction practices from beginning teachers and their principals in selected Nebraska secondary schools

The purpose for conducting this study was to determine the induction practices used by principals to assist the beginning teacher and then to examine the perceptions of beginning teachers and their principals regarding the effectiveness of the induction practices. Other variables associated with the beginning teacher including size of school, college or university from which they graduated, teaching area endorsement, gender, and also the principal\u27s years of experience were examined for possible significance regarding the effectiveness of the induction practices. The survey population consisted of the beginning teachers and their principals in Class II, III, and Class IV school districts in Nebraska during the 1990-91 school term. Subjects responded to a questionnaire rating the effectiveness of nine major induction practices: formally assigned mentor, separate orientation, fewer non-teaching assignments, additional release time, reduced teaching load, preference of teaching assignments, reduced class size, formal classroom observation with follow-up conference, and feedback on matters dealing with classroom management, curriculum, instruction, lesson planning, and school rules, regulations, and procedures. The beginning teachers rated the overall effectiveness of the induction practices slightly higher than the principals. The greatest variability between the two groups regarding the effectiveness of the different induction practices occurred with (1) reduced teaching load, (2) reduced class size, and (3) additional release time. There were no significant differences between the beginning teachers and principals regarding the effectiveness of induction practices at the.0038 level. None of the other variables which were examined produced significant differences. In conclusion, it appears that principals are becoming increasingly more aware of the importance of providing assistance to the beginning teacher but they still need to increase the usage of the less conventional practices such as a reduced teaching load, fewer non-teaching assignments, additional release time, and a preference of teaching assignments