An Analysis of Effective Support Structures for Novice Teachers

Year 2018, Volume: 7 Issue: 1, 17 - 42, 01.03.2018

Kitty Warsame James Valles

Abstract

Teachers are leaving the profession at alarming rates. As a result, retaining novice teachers has become a major concern for policy makers, school districts, administrators, and teaching staff throughout the United States. The purpose of this study was to evaluate the effectiveness of novice teacher induction support structures in a southwestern US state. The conceptual framework is based on research examining teacher attrition; this study extends the research by examining school-based and university-based programs. Research questions focused on the perception of novice teachers regarding mentoring experiences at their certifying universities and employing school districts. Three research questions examined school district comprehensive induction support, certifying university support induction programs, and other support services that supported novice teachers’ decisions to remain in the profession. The method used to conduct research was a sequential exploratory mixed methods design to gather data. Quantitative research analyzed survey responses through descriptive statistics. Qualitative research utilized semi-structured interviews. The results revealed strong school support can compensate for the lack of university support, but strong university support did not compensate for a lack of school support

Keywords

Novice teacher mentoring, induction support, professional development, classroom, university, school districts

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