New teacher induction: a case study of teachers' perceptions of support in the first year

Abstract

This dissertation was a qualitative case study that explored new teachers' perceptions of support throughout their first year. The focus of this study was on beginning teachers of young adolescents in low-performing, secondary schools with low socioeconomic status and histories of high teacher turnover. The theoretical framework proposed that teachers' experiences affect their development, as does the explicit teacher knowledge gained in preparation for the profession. The participants included five teachers from varied pathways into teaching including traditional and alternate certification programs. The teachers' perceptions were gathered through in-depth interviews at the beginning, middle and end of the school year. According to the five teachers who participated in this study, school-wide systems as well as support for the new teachers' individualized needs were necessary to effectively induct new teachers. Furthermore, as teachers began their careers, the collaborative systems that existed impacted the level of professional learning that took place. The teachers' perceptions highlighted a need for a more structured system of support for beginning teachers. Elements of support that teachers' perceived as beneficial include educative mentoring as well as structures within the school day that facilitated collegial learning, and more specifically collaborative planning time with colleagues of the same content was seen as highly beneficial. The participants further acknowledged that in addition to a system of support there also needed to be a system of accountability for their professional growth and student achievement.