Beginning Teachers Induction Emphasizing Proactive Classroom Management Strategies

Author

Vicki Gaddy, Lynn University

Date of Award

10-2020

Document Type

Dissertation

Granting Institution

Lynn University

Degree Name

Doctor of Education (EDD)

Degree Program

Educational Leadership

Department

College of Education

First Advisor

Richard Jones

Second Advisor

Jennifer Lesh

Third Advisor

Kathleen Weigel

Abstract

The purpose of this investigation is to investigate the effects of proactive classroom management techniques using an induction tool for new teachers. This study will also investigate new teacher retention by examining how this induction tool will increase beginning teachers’ level of efficacy. The positive classroom environment affirms the critical role of effective teacher behavior and its influence on student engagement, academic achievement, and overall success. It is important new teachers possess a viable skill set that will facilitate an effective classroom climate to be prepared to support children’s social development through the utilization of effective practices to prevent and respond to poor behavior. Research has indicated that new teachers enter the teaching field feeling ill-equipped in the area classroom management due to teacher preparation programs inability to sufficiently provide adequate knowledge and skills necessary to be successful in this area which impacts their teaching and the classroom environment. Furthermore, a good portion of this proficiency can only be acquired while on the job. Many new teachers experience a transitional shock, feeling isolated, frustrated, unsupported and overwhelmed, which results in their departure from the teaching profession. Although induction programs were formally created to address this deficiency, many states have yet to implement such programs and those which do exist, vary in their effectiveness of credible components. The outcome is a revolving door of new teachers, a constant influx or “greening” of the teaching forces, inconsistently staffed schools and a branding of the teaching field as “the profession that eats it’s young”(Carlson, 2012; Anhorn, 2008). Research indicates the need for a bridge, or the reinforcement there of, between pre-service teacher learning and actual teacher practice and implementation of strategies, particularly in classroom management which is often given as the reason for the exodus. High-quality induction programs that effectively address academic and behavioral components can help to provide the specialized support that new teachers need and transform the culture of schools into strong professional communities where educators want to stay and work—and be more successful in working with students.

Recommended Citation

Gaddy, V. (2020). Beginning Teachers Induction Emphasizing Proactive Classroom Management Strategies [Doctoral dissertation, Lynn University]. SPIRAL. https://spiral.lynn.edu/etds/363