The influence of a beginning teacher induction program on the beginning teacher's attainment of the Arizona professional teaching standards as perceived by beginning teachers and school-level administrators

Abstract

This study examined the effects of a beginning teacher induction program on the attainment of the Arizona Teaching Standards. Quantitative and qualitative perspectives were utilized. Quantitatively, a survey asked teachers to rate their perceptions of their level of attainment of the Arizona Teaching Standards as a result of being enrolled or having been enrolled in a beginning teacher induction program. Further, school-level administrators were surveyed on their perceptions of how well these groups of teachers had attained the Arizona Teaching Standards as a result of having been enrolled in a beginning teacher induction program. Qualitatively, the researcher interviewed school-level administrators to gather their perspectives on the quality of the beginning teacher induction program being utilized. The analysis of the data indicated that the new teachers at the elementary, middle, and high school levels felt strongly that the beginning teacher induction program assisted them in attaining the Arizona Teaching Standards. Additionally, first-year, second-year, third-year, and fourth-year teachers agreed that the beginning teacher induction program assisted them in attaining the Arizona Teaching Standards. It appeared that, as a whole group, beginning teachers agreed that the beginning teacher induction program had aided in their attainment of the Arizona Teaching Standards. Further, elementary school administrators, middle school administrators, and high school administrators were in agreement in their perceptions that the beginning teacher induction program assisted beginning teachers in the attainment of seven of the Arizona Teaching Standards. Also, the analysis demonstrated that at the elementary-level, teachers and administrators differed in their perceptions on two standards. There were no significant findings when comparing the teachers and administrators at the middle school level. However, when comparing teachers and administrators at the high school level, the analysis provided significant findings on eight of the Arizona Teaching Standards. Finally, it appeared that school-level administrators agreed that elements of effective beginning teacher induction were present in the program being utilized in the district of study.