Induction Programs for Novice Teachers
Level of Education of Students Involved
Undergraduate
Faculty Sponsor
Benjamin Boche
College
College of Arts & Sciences (CAS)
Discipline(s)
Education
ORCID Identifier(s)
https://orcid.org/0009-0003-8973-7276
Presentation Type
Oral Presentation
Symposium Date
Spring 4-24-2025
Abstract
Teacher induction is a type of program which provides support to new teachers during their first few years of teaching. Induction programs can vary in content and format; components of an induction program can include new teacher orientation and seminars, mentorship, instructional coaches, and collaboration with other teachers and colleagues. Many new teachers leave their schools or the teaching profession because they feel overwhelmed, isolated, and unsupported. A comprehensive induction program can be beneficial to novice teachers by helping them build their confidence and competence in the classroom. The purpose of this study was to examine the effectiveness of induction programs for new teachers and the perceptions they have of their induction support.
This case study explored the induction experiences of seven novice teachers who were all graduates of the same alternative certification program. Quantitative research analyzed survey responses through descriptive statistics. Qualitative research analyzed responses to open-ended interview questions. Interrater analysis was used to identify codes for the open-ended interview questions and six themes emerged from the interview responses: (a) collaboration, (b) support, (c)observation, (d) training/meetings, (e) self-efficacy, and (f) mentor support. Findings from this study have implications for induction design and structures to help to promote novice teacher development.
Recommended Citation
Batcha, Ann, "Induction Programs for Novice Teachers" (2025). Symposium on Undergraduate Research and Creative Expression (SOURCE). 1372.
https://scholar.valpo.edu/cus/1372
Biographical Information about Author(s)
Ann Batcha is a 2024 graduate of the Transition to Teach program. Currently, she is in the process of completing a master's in education degree. Her experiences as a novice teacher inspired her research topic for her thesis. She believes that induction programs help new teachers build confidence and competence in the classroom.