Primary Advisor/Dissertation Chair
Secondary Advisor/Reader One
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.
Case study Induction, induction supports, Peer Assistance and Review, teacher perception, teacher retention
Dunlap, Heidi, "How Induction Practices Impact Retention: A Case Study" (2019). School of Education Student Capstone Theses and Dissertations. 4471.
School of Education Student Capstone Theses and Dissertations