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ERIC Number: ED411238
Record Type: Non-Journal
Publication Date: 1997-Feb
Pages: 39
Abstractor: N/A
Reference Count: N/A
Mentoring the Beginning Teacher: A Study of Influencing Variables.
Looney, Joann
This study examined how the needs of beginning teachers, teaching context, and the New Jersey District Induction Program affected beginning teacher induction success. This program compels districts to implement an induction program for traditionally prepared teachers during their first teaching year. From the 18 Bergen County (New Jersey) school districts that hired provisionally certified teachers, eight mentor/protege pairs were identified. The participants were elementary school teachers, predominantly female, and racially diverse. Participants completed interviews at the middle and end of the induction year. The questions discussed: (1) which beginning teacher needs affected induction success; (2) which teaching areas remained problematic; (3) how participants felt about program effectiveness; (4) which contextual variables affected success; (5) what district/state induction structures affected success; (6) how teachers' needs, context, and program interacted to affect success; and (7) implications for further induction program development and planning. Data analysis indicated that the districts were committed to the efficacy of induction. Both mentors and proteges believed that induction would ultimately positively affect the quality of education. The appendix presents statistics on direct outcomes. (Contains approximately 50 references.) (SM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Jersey