Term

Summer 2019

Capstone

Dissertation

Degree Name

EdD

Primary Advisor/Dissertation Chair

Kim Hartung

Secondary Advisor/Reader One

Bryan Bass

Peer-Reviewer/Reader Two

Leslie Hitchens

Abstract

The topic of this dissertation is teacher induction or the process by which teachers are supported as they enter the profession or a new educational setting. Specifically, case study methodology was used to describe how a particular type of induction program, Peer Assistance and Review (PAR), impacted retention. Examination of program records, secondary data analysis, and interviews were used to describe the process of induction in two ways. First, how PAR impacted teacher retention. Second, how teachers perceived the support components utilized within the program. The results were analyzed using Herzberg’s (1968b) Two-Factor Theory of Motivation; the analysis included teachers’ perceptions of support and how their perceptions impacted their decision-making process. The findings reveal that induction programs may provide an opportunity for schools and districts to define the criteria for retention. Additionally, retention was found to be higher in the urban research district (86.5%) as compared to state (84.9%) and national (83.2%) retention rates. However, teacher perceptions of induction supports were inconsistent. These findings call for increased study related to teacher perception of induction support, perhaps including methods to differentiate supports to more closely align with individual needs and learning preferences.

Research Methodology

Case study Induction, induction supports, Peer Assistance and Review, teacher perception, teacher retention

Keywords

Teachers/ Teaching

dc_type

text

dc_publisher

DigitalCommons@Hamline

dc_format

application/pdf

dc_source

School of Education Student Capstone Theses and Dissertations

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