Educational Administration and Supervision Commons^™

Economic Evaluation Of Teacher Induction Programs: A Toolkit How-To Guide, Jonathan D. Becker, Elisa Tedona, Matthew Togna

MERC Publications

Research shows that teacher induction programs can be effective as measured by a number of outcomes. However, research also shows that teacher induction programs vary greatly from one district to another. Furthermore, there is no research that examines teacher induction programs with respect to costs and benefits. Educational leaders and stakeholders do not need to wait on formal institutional research to do such an economic evaluation.

This how-to guide, in combination with a comprehensive report, the Teacher Induction Program Cost Matrix and the Teacher Induction Program Benefit-Cost Workbook, comprises a toolkit designed to allow school and district leaders to …

Novice, Rural New York State Teacher Perceptions Of Their Classroom Management And How These Perceptions Affect Their Job Satisfaction And Retention, Shawn Bielicki

Doctoral Dissertations and Projects

This qualitative phenomenological inquiry listened to the voices of five novice teachers from a rural area in New York about their encounters with classroom management and their perceptions of job satisfaction and retention. Data were triangulated through the use of four audio recordings, an online focus group featuring two online discussion board topics and two online discussion board replies, and two individual phone interviews per participant. Data analysis resulted in nine emerged themes. Findings indicated that participants felt (a) experience was necessary to succeed; (b) issues with classroom management are part of the job; (c) approaches to classroom management were …

An Investigation Of The Factors That Motivate K-12 Christian School Teachers To Participate In Professional Development And The Relationship To Job Satisfaction And Retention, Bonita Bailey

Doctoral Dissertations and Projects

This study was conducted to advance knowledge by examining the reasons that motivate teachers to participate in professional development and the relationship to teacher job satisfaction and retention in Christian-based K-12 Association of Christian Schools International (ACSI) member schools. The study contributes to the literature in the field because of very limited research on Christian-based schools, especially with regards to professional development, job satisfaction and retention. The study was a quantitative, non-experimental, correlational research design using two instruments, i.e., the Participation Reasons Scale (PRS) and the Job Satisfaction/Retention/Demographic Survey. The PRS scores indicated that the motivating factors for teachers to …

Mentoring Programs: Key Differences In Support For Beginning Teachers, Virginia Fick

Doctoral Dissertations and Projects

This study explored the issue of mentoring and its problems in aiding in the induction of new teachers into various school systems. Such a study is justified because teacher shortages remain a real threat in many areas of this country. The research sought to demonstrate that a mentor program without clear guidelines and accountability may actually damage new teachers. Some of the goals of a mentoring program were considered: the suitability and selection of mentors, the training of mentors, and program evaluation. A review of the literature included such topics as the high cost of attrition, the needs of new …

Measuring College Student Satisfaction: A Multi-Year Study Of The Factors Leading To Persistence, Felice D. Billups

NERA Conference Proceedings 2008

Using Tinto's (1987) social integration theory as a framework, this study measured student satisfaction in six transformative areas: educational experience, skills development, faculty interaction, personal growth, sense of community, and overall expectations. Emerging as a strategic planning process priority, this project sought to identify those areas where students succeeded or were at risk. Employing a three-phase mixed methods approach, this descriptive, longitudinal study was conducted from 1990-2004 at a highly selective specialized college and assisted college administrators in developing or modifying programs that would enhance student satisfaction to ensure degree completion.