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Publication Date

Spring 2018

Degree Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Education

Advisor

Mark Felton

Subject Areas

Educational administration

Abstract

Induction Programs, Teacher Efficacy, and Inquiry Practices in Novice Teachers

This purpose of this study was to identify the influence of Induction Programs on first-year

teachers. Research shows that a large percentage of novice teachers leave the profession within the first five years. Novice teachers often begin the first year of teaching with a limited understanding of challenges that are faced daily by teachers in classrooms. While teacher training programs provide ideas of how teachers can plan effective lessons and manage classroom time effectively, it is often through daily experiences that novice teachers can truly understand the gamut of challenges associated with engaging students in learning. Induction Programs that are offered by districts to support novice teachers typically include mentoring, professional development, and administrative support. This research studied the role that mentoring and professional development seminars play in developing the self-efficacy and inquiry-based practices of novice teachers. The level of self-efficacy and shift in instructional practices among novice teachers was measured using surveys, an interview, and three observations of mentoring sessions. Data suggests that mentors play an important role in helping novice teachers to engage in inquiry and to reflect on the outcomes of their efforts in ways that support their growing sense of self-efficacy as professional.

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