A case study of the educational leader's role in effective new teacher induction programs



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Texas Tech University


The purpose of this study was to identify the educational leader's contribution to effective new teacher induction practices. The leader's role was examined from the perspectives of educational leaders, new teachers, and a faction of the educational organization, the Texas Beginning Educators Support System (TxBESS). This study was guided by the question: What is the role of the educational leader in relation to effective new teacher induction? Subsidiary questions addressed the leaders' abilities to support effective organizational systems through structural modifications and appropriate attitudes, behaviors, and actions.

An established systems theory served as the theoretical foundation. The organizational faction was represented by TxBESS, while teachers and leaders provided the individual's viewpoint. A review of the literature focused on the components of a supportive environment from each perspective.

Semi-standardized interviews with educational leaders and teachers served as primary data sources, while TxBESS archives provided the organizational perspective. Respondents consisted of five pairs of teachers and leaders, while TxBESS manuals and training videos yielded the archival data.

The data analysis was structured after a constant comparison method. Categories of data were coded and compared according to previously existing and newly emerging themes.

Principles of triangulation were applied in an effort to enhance validity and generalizability. The overall design of this research resulted in greater reliability due to the utilization of multiple data collection strategies and sources. These methods led to a deeper understanding of the educational leader's role in induction.

The data revealed that educational leaders assume an integral role in an effective induction experience. Leaders fulfill the needs and expectations of new teachers and the organization resulting in elevated levels of job satisfaction and organizational effectiveness. Open communication, mutually beneficial relationships, and year-long experiences are keys to successful induction. Leaders view induction as an investment in the future while actively assuming the roles of provider, confidante, and coach. This study delineated exemplar paradigms while the conclusions provided recommendations for educational leaders considering effective induction.

The significance of this study to the field of educational leadership lies in the deeper understanding of the educational leader's role in effective new teacher induction practices



First year teachers, Educational leadership