Post on 05-Apr-2018
8/2/2019 Begining Teacher Induction Programmes
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Record Details - ED399631
Title:
The name assigned to the document by the author. This field
may also contain sub-titles, series names, and report
numbers.Beginning Teacher Induction Programs.
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ERIC Full Text(249K)
Related Items:Show Related Items
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Beginning Teacher Induction Programs.
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Brock, Barbara L.;Grady, Marilyn L.
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Administrator
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Blazing New Trails: Preparing
Leaders to Improve Access and
Equity in Today's Schools. The
2011 Yearbook of the National
Council of Professors of
Educational Administration
Revealing the Principal's Role inthe Induction Process: Novice
Teachers Telling Their Stories
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Begining Teacher Induction Programmes
3/7
whether the
document
came from a
peer-reviewed
U.S.
Department ofEducation or
journal
publication.
Note: Applies
primarily to
materials
published 2004
forward.More
Info:
Help
Publisher:
Publisher name
and contact
information, as
provided by the
publisher;
updated only if
notified by the
publisher.
N/A
Publication
Date:
The date the
document or
article was
published.
1996-08-00
Pages:
The total
number of
pages including
all front-
matter.
20
Pub Types:
The type of
document
(e.g., report)
or publication
medium.
Speeches/Meeting Papers; Reports -
Research
Abstract:
A brief
narrative
description of
the journal
article,
document, or
resource.
The literature on first-year teachers
identifies the difficulties of this transition
period and supports the need for first-year
teacher-induction programs. Little
attention, however, has been paid to the
principal's role in the induction of
beginning teachers. This paper presents
findings of a study that examined the
perceptions of principals and beginning
teachers regarding the problems, role
expectations, and assistance that pertain
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to the first year of teaching. Data were
derived from a survey of 75 Nebraska
elementary and secondary teachers who
were beginning their second year of
teaching in both public and nonpublic
schools. The response rate was 65 percent(n=49). An additional nine teachers were
interviewed. A survey of 75 Nebraska
principals from elementary and high
schools and from public and nonpublic
schools elicited a 75 percent response rate
(n=56). Beginning teachers reported that
their principals' interaction and guidance
were important to them. Both groups
ranked classroom management and
discipline as the number-one problem.
Teachers reported the need for a year-
long induction program that includedmentoring. Ninety-four percent of the
principals said that they assigned
mentors; however, much variance existed
in the selection, assignment, and training
of mentors. It is suggested that
orientation programs be tailored to the
school context and teachers' unique
needs. (Contains 23 references.) (LMI)
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Paper presented at the Annual Meeting of
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Educational Administration (50th, Corpus
Christi, TX, August 6-10, 1996).
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