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ERIC Number: ED547702
Record Type: Non-Journal
Publication Date: 2012
Pages: 150
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2674-7264-9
Teaching Induction: A Study on the Effectiveness of Induction Programs among Urban High School Teacher Self-Efficacy
Lowrey, Jason H.
ProQuest LLC, Ph.D. Dissertation, Capella University
The purpose of this study is to examine the impact that induction programs have on self-efficacy of new teachers in urban, Midwestern high schools. Because induction programs have been used to measure elements of new teacher self-efficacy, it remains important to study this topic, and explore the information in an urban setting where self-efficacy and teacher turnover has received much attention. This study employed a quantitative methodology, examining the impact of induction on teachers in their first three years of teaching. The study examines the effectiveness of both elements outside of the classroom, as well as in-class factors that contribute to self-efficacy of teachers. Research questions addressed what characteristics of induction programs are effective in raising teacher self-efficacy of first, second and third year teachers in Midwestern urban high schools, as well as to what extent do induction programs impact teacher efficacy (student engagement, instructional strategies and classroom management) in urban Midwestern high schools. Instrumentation included the Teacher Self Efficacy Survey, designed by Anita Woolfolk Hoy of Ohio State University and Megan Tschannen-Moran of the College of William and Mary, as well as a series of forced choice questions. New teachers within the Milwaukee Public High School System participated in the survey. A population of 207 teachers was identified as potential respondents, with 22 teachers providing survey data for the study. Findings from the respondents indicated no relationships in the type of induction program with improving self-efficacy, implying that teachers feel strong senses of efficacy utilizing current induction formats within schools. While strong senses of self-efficacy exist within the respondents, there exists a strong need for mentoring of new teachers within the first three years of the teaching profession within urban high schools. More extensive research on the role of mentoring in urban, high school teaching deserves greater examination. [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: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A