A case study of a teacher induction program’s effectiveness as perceived by program teacher participants and school district administrators
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A review of the research revealed a shortage of findings in the identification of programmatic features found to be effective in reducing attrition rates and preventing or significantly reducing teacher shortages. This study was conducted to determine the effectiveness of a teacher induction program developed and implemented by an urban school district in Texas. The data from new teachers, mentor teachers, instructional coaches, and principals with substantial experience and involved in the implementation of the induction and retention program were analyzed. This study attempted to answer three questions addressing (a) the specific district and campus program structural arrangements and teacher support systems that define the teacher induction and retention program, (b) the program participants’ perceptions about the effectiveness of the teacher induction and retention program, and (c) the program participants’ recommendations for program improvement. The case study design was used along with qualitative and quantitative methods were used to address the research questions guiding this study. Multiple data sources included district documents, existing induction program evaluation data representing over 3 years of program implementation, interviews with program participants, teachers, and administrators. Based on the content analysis, the overall perceptions yielded themes attesting to a quality novice teacher induction program; however, participants indicated that specific aspects of the program could potentially be improved. This case study illuminates issues and factors influencing teacher attrition rates, and aims to identify programmatic features that effectively prevent and/or reduce teacher attrition rates being experienced by school districts.