國立虎尾科技大學 |

Qualitative Study of Influences of an Educational Support Program for Novice Teachers Relative to Their Feelings of Support, Job Satisfaction, and Teacher Self-Efficacy.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Qualitative Study of Influences of an Educational Support Program for Novice Teachers Relative to Their Feelings of Support, Job Satisfaction, and Teacher Self-Efficacy./
Author:	Welch, Sonya.
Description:	1 online resource (121 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-06, Section: A.
Contained By:	Dissertations Abstracts International85-06A.
Subject:	Educational leadership. -
Online resource:	click for full text (PQDT)
ISBN:	9798381093674

Qualitative Study of Influences of an Educational Support Program for Novice Teachers Relative to Their Feelings of Support, Job Satisfaction, and Teacher Self-Efficacy.
Welch, Sonya.

Qualitative Study of Influences of an Educational Support Program for Novice Teachers Relative to Their Feelings of Support, Job Satisfaction, and Teacher Self-Efficacy. - 1 online resource (121 pages)

Source: Dissertations Abstracts International, Volume: 85-06, Section: A.

Thesis (Ed.D.)--Nova Southeastern University, 2024.

Includes bibliographical references

A problem in the field of education is a high rate of teacher turnover. Because the problem is reaching a crisis level, the purpose of this qualitative descriptive dissertation study was to describe influences of an Educational Support Program for novice teachers relative to their feelings of support, job satisfaction, and teacher self-efficacy. The program is designed to support and provide induction activities for new educators and to enhance teaching competence that promotes student learning according to state and district guidelines. Participants were 10 novice teachers working in two middle schools in one Florida school district. Participants were teachers currently in the support program or teachers who completed the program within 6 months prior to data collection. Data were collected via interviews using a researcher-created Induction Program Interview Guide. The guide's nine questions focused on three main areas that guided the data analysis coding: support, satisfaction, and teacher self-efficacy. The data analysis method was thematic analysis.Participant responses were both positive and negative regarding influences the induction program had on their feelings of support, job satisfaction, and self-efficacy. The themes identified regarding influences of the program relative to feelings of support were as follows: (a) the program did not provide enough support, leaving participants to seek help after the program ended; (b) the participants' school provided a supportive environment; (c) participants felt more time to meet with their mentors was needed; (d) the program required unnecessary busy work creating an overwhelming situation; (e) the mentor teacher and program coordinator checked in with participants after program ended; and (f) veteran teachers and their departments positively influenced participants' feeling of support. The themes for the area of job satisfaction were as follows: (a) there was no job satisfaction from the induction program, (b) the program was a waste of time and did not translate over into the actual activities that had to be done in the classroom, (c) participants felt working with students provided satisfaction, and (d) participants felt working with other teachers provided satisfaction. Finally, the themes regarding influences of the Education Support Program relative to teacher self-efficacy were as follows: (a) participants felt self-efficacy came from them and not the induction program, (b) participants felt self-efficacy and confidence were positively influenced by collegial relationships rather than the program, and (c) professional learning community meetings helped the participants build their confidence and self-efficacy.Recommendations include a study looking at the differences in how the induction program is implemented at various schools to discover if that influences perceptions. Also, professional development staff in the school district should utilize information from this study as formative feedback for the program and for professional development.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798381093674Subjects--Topical Terms:

585508
Educational leadership.
Subjects--Index Terms:

Beginning teacher inductionIndex Terms--Genre/Form:

554714
Electronic books.

Qualitative Study of Influences of an Educational Support Program for Novice Teachers Relative to Their Feelings of Support, Job Satisfaction, and Teacher Self-Efficacy.
LDR:04537ntm a2200397K 4500 001 1141621
005 20240318062656.5
006 m o d
007 cr mn ---uuuuu
008 250605s2024 xx obm 000 0 eng d
020 $a 9798381093674
035 $a (MiAaPQ)AAI30638417
035 $a AAI30638417
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Welch, Sonya. $3 1465521
245 1 0 $a Qualitative Study of Influences of an Educational Support Program for Novice Teachers Relative to Their Feelings of Support, Job Satisfaction, and Teacher Self-Efficacy.
264 0 $c 2024
300 $a 1 online resource (121 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 85-06, Section: A.
500 $a Advisor: Reeves, Jennifer.
502 $a Thesis (Ed.D.)--Nova Southeastern University, 2024.
504 $a Includes bibliographical references
520 $a A problem in the field of education is a high rate of teacher turnover. Because the problem is reaching a crisis level, the purpose of this qualitative descriptive dissertation study was to describe influences of an Educational Support Program for novice teachers relative to their feelings of support, job satisfaction, and teacher self-efficacy. The program is designed to support and provide induction activities for new educators and to enhance teaching competence that promotes student learning according to state and district guidelines. Participants were 10 novice teachers working in two middle schools in one Florida school district. Participants were teachers currently in the support program or teachers who completed the program within 6 months prior to data collection. Data were collected via interviews using a researcher-created Induction Program Interview Guide. The guide's nine questions focused on three main areas that guided the data analysis coding: support, satisfaction, and teacher self-efficacy. The data analysis method was thematic analysis.Participant responses were both positive and negative regarding influences the induction program had on their feelings of support, job satisfaction, and self-efficacy. The themes identified regarding influences of the program relative to feelings of support were as follows: (a) the program did not provide enough support, leaving participants to seek help after the program ended; (b) the participants' school provided a supportive environment; (c) participants felt more time to meet with their mentors was needed; (d) the program required unnecessary busy work creating an overwhelming situation; (e) the mentor teacher and program coordinator checked in with participants after program ended; and (f) veteran teachers and their departments positively influenced participants' feeling of support. The themes for the area of job satisfaction were as follows: (a) there was no job satisfaction from the induction program, (b) the program was a waste of time and did not translate over into the actual activities that had to be done in the classroom, (c) participants felt working with students provided satisfaction, and (d) participants felt working with other teachers provided satisfaction. Finally, the themes regarding influences of the Education Support Program relative to teacher self-efficacy were as follows: (a) participants felt self-efficacy came from them and not the induction program, (b) participants felt self-efficacy and confidence were positively influenced by collegial relationships rather than the program, and (c) professional learning community meetings helped the participants build their confidence and self-efficacy.Recommendations include a study looking at the differences in how the induction program is implemented at various schools to discover if that influences perceptions. Also, professional development staff in the school district should utilize information from this study as formative feedback for the program and for professional development.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Educational leadership. $3 585508
650 4 $a Native studies. $3 1464791
650 4 $a Teacher education. $3 1148451
653 $a Beginning teacher induction
653 $a Educational support
653 $a Novices
653 $a Teacher attrition
653 $a Teacher turnover
655 7 $a Electronic books. $2 local $3 554714
690 $a 0449
690 $a 0741
690 $a 0530
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Nova Southeastern University. $b N/A. $3 1465522
773 0 $t Dissertations Abstracts International $g 85-06A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30638417 $z click for full text (PQDT)