Date of Award

2022

Document Type

Dissertation

Granting Institution

Lynn University

Degree Name

Doctor of Education (EDD)

Degree Program

Educational Leadership

Department

College of Education

First Advisor

Joseph Melita

Second Advisor

Jennifer J. Lesh

Third Advisor

Cortney D. Roberts

Abstract

There is a cycle of attrition amongst beginning teachers. Beginning teachers leave the profession within their first five years of teaching. Teacher induction programs aim to improve the retention and performance of new hires, enhance their pedagogical skills, and prevent the loss of new teachers with the ultimate goal of improving student achievement and growth. The purpose of this study was to review and possibly reimage the current teacher induction program especially needed in a pandemic period or similar unique situations. Although reviews describe the induction and mentoring process for first-year and beginning teachers, there is a gap in the literature on the perceptions of individuals who have experienced the program during a pandemic. Since the purpose of this study was to review and possibly reimage the current teacher induction program especially needed in a pandemic period or similar unique situations, it can be concluded that though the current program somewhat meets increased teacher effectiveness and student achievement goals, there needs to be “reimaging” of the current program to reflect a broader scope of resources and deeper emphasis on training, especially in the area of technology.

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