The relationship between beginning teachers' engagement with induction program components and student achievement
- WCU Author/Contributor (non-WCU co-authors, if there are any, appear on document)
- Janice Hooper Holt (Creator)
- Institution
- Western Carolina University (WCU )
- Web Site: http://library.wcu.edu/
- Advisor
- Kathleen Topolka-Jorissen
Abstract: The purpose of this study was to examine induction programs in North Carolina during
the 2010-2011 school year to determine beginning teachers received the support as
recommended by State Board of Education policy. Participants were second-year high
school teachers participating in district level beginning teacher induction programs and
were teaching courses that required state-mandated standardized tests. Research
questions were developed to gather data relative to the components of induction:
orientation, mentor support, administrator support, and professional development. Data
gathered from the researcher-designed Beginning Teacher Induction Program Survey
(BTIPS) were used to answer research questions.
A correlational research design was used. Predictor variables were engagement
level scores and perceived impact on teaching. The criterion variable was change in
student achievement as measured by performance on state standardized tests. Using the
Rasch Rating Scale Model, engagement scores were calculated. Pearson r (p < .05)
found no significant correlations between engagement with induction components and student achievement. A multiple regression analysis further shows that engagement
scores did not significantly contribute to predicting student achievement. The relationship
between perceived impact on teaching and student achievement was also examined.
Several important findings emerged. The data revealed that teachers in this study had
access to and participated in the four induction program components recommended by
the State School Board. However for many beginning teachers, support was lacking.
Results showed that responding teachers were significantly low engaged in the support
provided by administrators as opposed to orientation, mentor support and professional
development and were high engaged with the support provided by mentors.
Schools and school systems are facing challenging times. The current climate of
high stakes testing and uncertain economic conditions magnify the importance of having
data to inform educators as they make decisions about their teaching force. Important
questions about induction must be answered to best guide future policy. More research is
needed that will distinguish the relationship between specific program components and
student achievement.
The relationship between beginning teachers' engagement with induction program components and student achievement
PDF (Portable Document Format)
854 KB
Created on 11/1/2011
Views: 5317
Additional Information
- Publication
- Dissertation
- Language: English
- Date: 2011
- Keywords
- Beginning Teachers, Engagement, Induction, Mentoring, Student Achievement
- Subjects
- Teacher orientation -- North Carolina
- First year teachers -- In-service training -- North Carolina
- High school teachers -- In-service training -- North Carolina