The impact of a one-year school-based induvtion program on elementary beginning teachers

النوع : Mémoire

The use of effective professional development strategies to improve teacher quality and educational practices of teaching has become a critical aspect of school improvement across the world. One effective strategy for improving the quality of teaching and learning is induction. The present paper focuses on the effect of a one-year school-based induction program on beginning teachers. The relationship between satisfaction with self-efficacy and the teacher’s background, the school environment, professional development, students’ achievement and induction variables are examined. As for data collection, the researcher depended on qualitative and quantitative research methods to obtain more accurate results on the impact of a one-year school-based induction program on beginning teachers. Thus, the qualitative research methods used in this study were: descriptive analysis of a case study (a beginning math teacher), classroom observation checklists and weekly department meeting minutes, an oral interview with the head of the elementary division and three elementary coordinators, and an analysis study of the school’s coordination guide. In addition, the quantitative research methods used were mainly the statistical and analytical studies of a pre- and post-questionnaire performed by the participant, diagnostic and summative assessment checklists, induction program checklists and students’ progress report card. The results of this study indicate that satisfaction during the first induction year is moderately high and the ecological support from the mentor, help from the principal, assistance from other colleagues and the workload have the greatest impact on new teachers’ assimilation.