ERIC Number: EJ1085958
Record Type: Journal
Publication Date: 2016-Feb
Abstractor: As Provided
Reference Count: 50
How Induction Programs Affect the Decision of Alternate Route Urban Teachers to Remain Teaching
LoCascio, Steven J.; Smeaton, Patricia S.; Waters, Faith H.
Education and Urban Society, v48 n2 p103-125 Feb 2016
This mixed-methods study analyzes the induction programs for alternate route beginning teachers in low socioeconomic, urban schools. The researcher surveyed 53 teachers at the end of their first year and conducted six in-depth follow-up interviews. The study found that half the teachers did not receive an induction program congruent with state guidelines. Further analysis showed that having an inconsistently implemented program had more negative effects than having no program at all for survey respondents and had no effect for those interviewed. The study found that teachers want mentors who respond quickly, care about their success, are flexible, and engender trust. Almost half of survey respondents and all of the interviewed teachers reported that their induction program had no effect on their decision to continue teaching. Finally, the data suggest that teachers may be staying in teaching even if they are unhappy with their jobs and the profession.
Descriptors: Alternative Teacher Certification, Beginning Teacher Induction, Teacher Persistence, Mixed Methods Research, Low Income Groups, Urban Schools, Teacher Surveys, Interviews, Teacher Attitudes, Mentors, Program Effectiveness, Fidelity, Learning Experience, Supervisor Supervisee Relationship, Correlation, Predictor Variables, Case Studies
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Location: New Jersey