Culminating Project Title
Date of Award
Culminating Project Type
Educational Administration and Leadership, K-12: Ed.D.
Educational Administration and Higher Education
School of Education
Dr.James Johnson chairperson
Dr. Kay Worner
Dr. Janine Dahms-Walker
Dr. Beth J Bergren-Mann
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Keywords and Subject Headings
Beginning Teacher, Novice, Teacher, Induction, Minnesota, School, Principal, Mentor, Mentoring, Teaching, Professional Development, Collaboration, Self-efficacy, School Climate, Teacher leadership, Student Achievement
“No matter the quality of their preparation, new teachers encounter many distinct challenges as they navigate their first months and years in the classroom” (New Teacher Center, 2015, p.1). To empower new teachers and strengthen their performance during instructional times, as well as enhance the effectiveness of their contribution school wide, many school districts implement induction programming. “Research demonstrates that comprehensive, multi-year induction programs accelerate the professional growth of new teachers, reduce the rate of new teacher attrition, provide a stronger return on states’ and school districts’ investment, and improve student learning” (New Teacher Center, 2015, p. 2)
Wong (2004) defined induction as “a system wide, coherent, comprehensive training and support process that continues for 2 or 3 years and then seamlessly becomes part of the lifelong professional development program of the district to keep new teachers teaching and improving toward increasing their effectiveness“ (p.42) and identified the following components as an integral part of successful induction programs: orientation, professional development, collaboration, administrative support, mentoring, modeling, and observations. Some other characteristics offered by the literature reviewed were formative assessment and instructional feedback, reduced teaching load, release time, and new teacher seminars/workshops. Benefits of participating in teacher induction programming, identified in the scholarly literature included increased student achievement, teacher retention, higher self-efficacy, positive school climate, and teacher leadership.
While the empirical research regarding new teacher induction itself, its components and impact are abundant, there is little research about the quality of the delivery of induction programs and the efficiency of the activities implemented within the framework of induction programming. In response to this gap, the study proposes to examine the perceptions of K-12 public school teachers who have completed one to three years of teaching and at least a half academic year of teacher induction experience in select Minnesota public school districts.
The purpose of the study was to examine teachers’ perceptions about the extent and quality of the implementation of teacher induction programming based on three characteristics of effective teacher induction programs: collaboration, mentoring and principal support, identified by Harry K. Wong (2004). The study also examined their perceptions of the outcomes of engaging in induction programs and the impact of teacher inductions programs on their teaching practice. The study participants were K-12 public school teachers who had completed one to three years of teaching with at least half academic year of teacher induction experience in select Minnesota public schools.
While it is highly recommended that Minnesota public school districts implement teacher induction programs, studies examining the range and the perception of the quality of the implementation of the program components are very limited. Thus, the findings derived from the results of the study may provide data to education leaders on whether their school districts’ induction programs are consistent with best practices found in the literature review. In addition, the study may also provide guidance to school district leadership to support beginning teachers through the implementation of quality induction programs.
Research demonstrated that engaging beginning teachers in an induction program is considered an effective model to accelerate teacher professional growth. The study findings indicated that Minnesota public school districts that participated in the study implement collaboration, mentoring and principal support components of induction programming consistent with the practices identified in the scholarly literature. The study analysis also indicated that the majority of the teachers surveyed rated collaboration, mentoring and principal support practices as effective. The perceived benefits (increased students’ achievement, raised self-esteem, retention, developed leadership attributes, positive climate and culture) of induction programs reported in the study, were consistent with the literature review.
Dolaberidze, Shorena, "An Evaluation of Beginning Teachers’ Perceptions Regarding the Implementation Effectiveness and Outcomes of Teacher Induction Programming in Minnesota Public School Districts" (2021). Culminating Projects in Education Administration and Leadership. 85.