| Beginning teacher induction and the on-going support necessary to guarantee a smooth and successful transition from education student to classroom teacher is the focus of this dissertation. A variety of methods and approaches for providing the instructional/curricular and emotional support which novice teachers require are explored within the literature review. Topics addressed include: the California mandates, problems and challenges of novice teachers, induction and support programs, attitudes and expectations new teachers bring to their first assignment, the important role of the site administrator, mentor teacher support, and the continuing responsibility of the university in assisting new teachers through the challenging first years.;Through an analysis of the similarities and differences between the opinions expressed by the survey groups, a more comprehensive and effective induction program can be designed addressing the specific needs expressed by the novice teacher. The dissertation concludes with suggestions that may be adopted by teacher preparation institutions, districts, site administrators and school staffs to help beginning teachers feel competent in their new profession. By understanding beginning teachers' emotional phases and their developmental stages, we can provide the support necessary to quell the high levels of new teacher attrition.;Novice teachers and the personnel officers responsible for implementing induction programs within their districts were queried for this research. The ultimate goal of this study was to determine the components of an effective new teacher induction and support program according to the perceptions of each group. |
