Teacher Perceptions of Their Teacher Induction Programs for New Elementary Teachers in a Complex Area in Hawaiʻi

Abstract

This qualitative narrative study explored the teacher induction experiences of new teachers, who have only taught between one to five years, in a complex area in the Hawai’i Department of Education (HIDOE). Past research has shown that teacher induction programs can play an important role in retaining and supporting new teachers in staying in the profession. Looking at the larger problem of practice of teacher shortages, HIDOE only retained 51% of their teachers after five years from their initial hiring in 2020–2021 despite supports of induction programs. The research question guiding this study was to explore the various supports that new teachers found beneficial in their respective teacher induction programs and their experiences participating in their induction programs. Five teachers were interviewed and 23 teachers responded to a survey about their experiences. Teacher participants shared their reasons for becoming a teacher, role models that mattered to them, the benefits of teaching, challenges they faced as teachers, and perspectives on their induction experiences. Findings from the study include the importance and value of beneficial supports like mentors, feedback, observations, social supports, and program and system supports. Along with the positive aspects of teaching, and the challenges of teaching.