Perceptions of an Induction Program from Beginning Teachers and Teacher Mentors in an Urban School District.

This study sought to document the perceptions of beginning teachers and teacher mentors concerning the effectiveness of a formal induction program and compare the perceptions of the two groups. Data related to this topic was collected via a survey. The study aimed to reveal the perceptions of the two groups, beginning teachers and teacher mentors, regarding the induction program. No significant effects were found in the study; however, the researcher identified four themes concerning participants’ perceptions: positive influence, implementing different strategies, peer observation, and no support or negative feedback. Gabrielle rushes into her classroom from the early afternoon convocation excited about her first day at Oakhill Elementary School as a fourth grade teacher. She is finally able to fulfill her dreams of working as a teacher, and because she loves children, she cannot wait to help them learn. Gabrielle wants to be a successful teacher in the classroom. Unfortunately, she has seen several of her friends who entered the teaching profession also exit the profession within two years. All of Gabrielle’s friends left because they were not prepared for the classroom and the obstacles, hindrances, and stumbling blocks that teachers encounter during their first year as professional teachers. Gabrielle also has several concerns and fears about entering the classroom. How can Oakhill Elementary ensure that Gabrielle has the resources and skills needed to be a successful beginning teacher? Darling-Hammond (2003) reported that of college graduates who enter the teaching profession, approximately 30% leave within the first year or two. Therefore, research is necessary to determine how school districts can ensure that beginning teachers have the resources and skills they need to be successful and remain in the field. The transition period that beginning teachers encounter can be extremely daunting and challenging. Beginning teachers are faced with several issues when they enter the classroom concerning discipline and classroom management, strategies for organization and planning, NATIONAL FORUM OF TEACHER EDUCATION JOURNAL 2___________________________________________________________________________________________ motivating students, regulating the teaching environment, and sustaining their personal lives (Troman & Woods, 2001). Sometimes beginning teachers receive little or no assistance or support in findings solutions to these problems. The combination of these challenges and little support result in an undulating effect that cannot be rewarding for beginning teachers, their students, or their colleagues. Considering the challenges and barriers, it is important to determine whether beginning teachers are being encouraged to stay in the profession as well as determine the types of programs and procedures that could help provide necessary training for beginning teachers to be successful in their initial years and beyond. This research study is designed to determine the perceptions of beginning teachers and teacher mentors after participating in an induction program for one year. Of specific interest in this research will be participants’ perceptions of the significance of the induction program in a particular district. Statement of the Problem According to the Texas Center for Educational Research (TCER, 1999), the number of teachers with five years of teaching experience or fewer has increased by 4.9% in the past 10 years. This finding reveals a demand to retain teachers. Local school districts in the United States as well as state and national organizations for teacher development have realized that teacher attrition is a concern and pertinent problem that needs to be addressed. According to the Alliance for Excellent Education (AEE, 2004), most states have leadership and teacher organizations specifically initiated to encourage teachers to remain in the profession. Teacher turnover is a ubiquitous, recognizable problem; therefore, it is critical for beginning teachers to have purposeful, professional support. Induction programs provide professional support for beginning teachers to increase their chances of remaining in the education profession. Theobald and Michael (2001), stated, “Teaching is an occupation that loses many of its newly trained practitioners very early in their careers” (p. 3). School districts have realized this alarming concern and have begun taking initiatives to remedy the issue. This research highlighted the advantages and disadvantages of the induction program from the lenses of the teacher mentor and beginning teacher in their roles as participants to provide insight into the effectiveness of the induction program. The unspoken message to beginning teachers often is “Figure it out yourself, do it yourself, and keep it to yourself” (Breaux & Wong, 2003, p. 7). Breaux and Wong (2003) also noted that this “sink or swim” or “lost at sea” approach is challenging for beginning teachers. The researchers suggested that if school districts do not have a beginning teacher induction program, it could affect beginning teachers’ decisions to remain in the profession after their first year of teaching as support is essential for beginning teachers to be successful. However, it is unclear whether all induction programs are successful for all beginning teachers. Additionally, it is important to determine whether induction programs are a “cure” for beginning teachers to be undoubtedly prepared for survival in the classroom. As such, this study was designed to uncover the perceptions of participants of an induction program from a particular school district. NIKKETTA WILSON AND RICK LUMADUE ___________________________________________________________________________________________3 Purpose of the Study The Texas Education Agency (TEA) offers the Beginning Teacher Induction and Mentoring Grant (BTIM) to assist school districts in improving teacher attrition (TEA, 2009). The evaluation of participants’ perceptions of this grant program in a small urban school district in Texas aimed to provide a deeper understanding as to whether the intentions of the grant are warranted and whether the program is successful in this district. The district selected for this study realized the need to implement programs to keep the teachers they hire and has begun appropriating aggressive measures to meet the needs of beginning teachers while they participate in a formal induction process. This study aimed to determine whether the participants involved felt the program was beneficial and was using the grant appropriately. Significance of the Study The study is significant for two main reasons. First, the study illuminated the importance of the mentoring and induction program by highlighting the effectiveness of the program through the lenses of participants. Specifically, the researcher investigated and presented the perspectives of mentors as supervisors and beginning teachers as mentees. Secondly, this research provided the perspective of participants in the program to determine whether the program is worth continuing.