NotesFAQContact Us
Search Tips
ERIC Number: ED531242
Record Type: Non-Journal
Publication Date: 2009
Pages: 89
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1095-1454-4
Transitional Experiences and Teacher Induction in a Texas Christian School
Harmon, Christopher Marcus Hall
ProQuest LLC, Ed.D. Dissertation, George Fox University
Highly qualified teachers are necessary to establish strong schools of instructional richness in which the student has the greatest opportunity to be academically successful. The responsibility of a teacher is much greater than just teaching academic content in a subject discipline. Schools are complex institutions which require teaching staff to be proficient in their academic subject as well as manage student behaviors, meet diverse student needs, attend to school business, and understand and operate within the school's unique culture. Furthermore, Christian school teachers face these same challenges and have the additional expectation that they teach from a Biblical worldview. In order for schools to maintain a highly qualified teaching staff, schools need to attract qualified employees that are prepared to teach and then support teachers in their first years at the school with effective induction training. The purpose of this study was to review the scope of induction experiences that teachers gain when entering employment in a Christian school by investigating transitional program effectiveness, teacher academic preparation, and preparedness to incorporate the Biblical worldview into all subject areas and teaching methodologies. Three research questions guided this study: (1) What components of teacher preparation are most important to teachers at Legacy Christian Academy? ; (2) What is the effectiveness of the induction program for teachers at Legacy Christian Academy? ; (3) To what degree was adequate preparation given, either in the college program or other teacher training, which prepares teachers to teach at Legacy Christian Academy? The case study explored the perceptions of new teachers in one Christian school located in North Texas, Legacy Christian Academy. To investigate their preparation to teach in the school and the effectiveness of the induction program at Legacy Christian Academy, a questionnaire was developed. Each of the respondents of the questionnaire also had an opportunity to provide additional feedback through a set of free-response questions and face-to-face conferences with the researcher. The study concludes with three major findings that respond to the research questions. First, teachers with a college degree from a state or private Christian college and previous teaching experience have the highest level of confidence entering a new school setting. Second, while an overarching induction program was found to be beneficial, a strategically focused plan must be articulated to meet the varied needs of each teacher. Third, new teachers to the school felt prepared to teach but indicated a need for further training on integrating a Biblical worldview into instruction. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas