Exploring novice teachers' perceptions of the impact of an induction program: A qualitative case study

Attrition of novice teachers is a recognized problem in education. Within five years, nearly half of teachers have left the profession. Induction programs have become a popular form of focusing on the needs of beginner teachers while also addressing the alarming attrition rates. In l992, California implemented a mandatory induction program consisting of professional development, mentorships, and a system of reflection aiming to support novice teachers. This comprehensive program has been modified and adapted over the years, but still continues to be an integral means of supporting and retaining novice teachers in California. The purpose of this study was to understand novice teachers’ perceptions of their growth and staying power within the profession and the value of their involvement in their county’s induction program. A qualitative case study was utilized to allow the important voices of participants to inform the study.
Within the stories of six second-year teachers, themes emerged that were presented as a soundtrack to a record. The themes of novice teachers centered around six songs: “Help” demonstrated their need for support amidst the time commitment of meetings and assignments as well as the perceived busywork of assignments. “I Will Survive” spoke to novice teachers’ disillusionment in the career due to meetings and the pressure of induction. “Lean on Me” expressed the ineffective and effective professional development opportunities as well as the impact of collegial collaboration. “You’ve Got a Friend” shared the importance of a strong mentor in the development of novice teachers via contact, support, and feedback. “Never Surrender” demonstrated the commitment needed to be successful in induction as well as participant’s reflection on what their future holds as educators outside of the induction program. Finally, “Changes” spoke to participants’ view on needed modifications to the program including making the program more practical, reducing the repetition from the credential program, and changing the timing of induction.