Graduate Student Dissertations, Theses, Capstones, and Portfolios
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.
Recommended Citation
Harrell, V., & Gibbs, L. (2022). Re-imaging the teacher induction program during a pandemic [Doctoral dissertation, Lynn University]. SPIRAL. https://spiral.lynn.edu/etds/378
