ERIC Number: ED655275
Record Type: Non-Journal
Publication Date: 2021
Pages: 324
Abstractor: As Provided
ISBN: 979-8-5825-1786-3
ISSN: N/A
EISSN: N/A
Available Date: N/A
A Qualitative Descriptive Design Study of Induction Experiences for Teachers Employed Less than Two Years
Jeffrey Scott Lee
ProQuest LLC, Ed.D. Dissertation, Grand Canyon University
The purpose of this qualitative descriptive design study was to describe the vicarious induction experiences in supporting the performance accomplishments and increasing the feelings of self-efficacy for new teachers employed less than two years in a large urban school district in the southeastern United States. School leaders must know what additional support new teachers need to be prepared for the classroom. Bandura's theory of self-efficacy guided this study. Two research questions were posed to direct the study to gather descriptions from new teachers. Purposive sampling was used to gather data from new teachers. A total of 15 teachers participated in an online, open-ended questionnaire, and 12 teachers participated in semi-structured interviews. The researcher used a thematic analysis to note findings from these two data sources. Eleven themes emerged from an analysis of the data. The thematic findings were the following: new teachers noted their induction experiences impacted their performance accomplishments by having a mentor, learning about classroom management, observing instructional strategies, developing strategies to engage students, using feedback from observations, and hearing clear expectations. These teachers also described how the induction experiences increased their feelings of self-efficacy by learning how to support student needs, building relationships, having a safe environment, overcoming burdens of paperwork, and bridging gaps between their college preparations and their role as a teacher. Finally, implications are provided for developers of induction experiences at local schools, for district leaders of teacher training, and for developers of preparation programs at universities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
Descriptors: Beginning Teachers, Beginning Teacher Induction, Experience, Self Efficacy, Urban Schools, Job Performance, Achievement, Psychological Patterns, Self Concept, Program Effectiveness
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
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