ENHANCING THE 'LEARNING PROFESSION'" IMPROVING NEW TEACHER RETENTION WITH TEACHER INDUCTION

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dc.contributor.advisorCRONINGER, ROBERT Gen_US
dc.contributor.advisorCOSSENTINO, JACQUELINE Men_US
dc.contributor.authorCohen, Benjamin Alexanderen_US
dc.contributor.departmentEducation Policy, and Leadershipen_US
dc.contributor.publisherDigital Repository at the University of Marylanden_US
dc.contributor.publisherUniversity of Maryland (College Park, Md.)en_US
dc.date.accessioned2005-08-03T13:14:08Z
dc.date.available2005-08-03T13:14:08Z
dc.date.issued2005-01-20en_US
dc.description.abstractInduction programs are policy interventions designed to address organizational and professional issues that arise during novice teachers' transition into the workplace. These issues include high attrition rates, teacher burnout, low morale and limited development of instructional expertise. Although research has provided evidence about the promise of induction programs for addressing these issues, little is known about how these programs function in different organizational contexts for different demographic and professional groups of teachers. Using survey data from a nationally representative dataset of public school teachers, this dissertation describes the characteristics of teacher induction programs and their effects on teachers' retention in different normative and organizational contexts for different groups of teachers. Induction programs increased the likelihood of teacher retention generally. This study finds that specific components of teacher induction programs, such as mentoring, common planning time and supportive communication, had different effects on retention. These effects vary according to school enrollment, schoolwide collegiality and commitment levels, and whether novices taught out-of-field. Specifically, this study found that high quality mentoring was moderated by teachers' infield certification status, schoolwide collegiality and enrollment. Common planning was moderated by schoolwide commitment levels, and supportive communication was moderated by schoolwide commitment.en_US
dc.format.extent11045599 bytes
dc.format.mimetypeapplication/pdf
dc.identifier.urihttp://hdl.handle.net/1903/2335
dc.language.isoen_US
dc.subject.pqcontrolledEducation, Teacher Trainingen_US
dc.subject.pquncontrolledTEACHERen_US
dc.subject.pquncontrolledNOVICEen_US
dc.subject.pquncontrolledINDUCTIONen_US
dc.subject.pquncontrolledTURNOVERen_US
dc.subject.pquncontrolledATTRITIONen_US
dc.subject.pquncontrolledWORKING CONDITIONSen_US
dc.titleENHANCING THE 'LEARNING PROFESSION'" IMPROVING NEW TEACHER RETENTION WITH TEACHER INDUCTIONen_US
dc.typeDissertationen_US

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