Teaching conditions and interventions for supportive teacher induction
Wilkinson, Gayle A.
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Permalink
https://hdl.handle.net/2142/20314
Description
Title
Teaching conditions and interventions for supportive teacher induction
Author(s)
Wilkinson, Gayle A.
Issue Date
1989
Doctoral Committee Chair(s)
Johnson, William D.
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ed.D.
Degree Level
Dissertation
Keyword(s)
Education, Administration
Education, Teacher Training
Education, Higher
Language
eng
Abstract
Teaching conditions and the assistance that beginning secondary teachers experience were investigated. Their perceptions of teaching were measured using a semantic differential. Their evaluations of the helpfulness of various types of assistance were calculated to determine the most important elements of supportive induction programs. A questionnaire was sent to a random sample of first year teachers in Illinois. Descriptive statistics were reported for all responses. The chi-square statistic was used to analyze the frequency distributions of responses. An analysis of variance was used to find the differences in responses of teachers from three geographic areas (urban, suburban, downstate). Differences in responses of teachers at different secondary levels were measured by t-tests. Significant differences were found in some experiences and satisfaction of those experiences among the teachers from different areas and those teaching at different secondary levels. Middle school teachers perceived teaching as more efficacious than high school teachers. Middle school teachers taught significantly more classes per day compared to the more experienced teachers than did the high school teachers. Middle school teachers reported greater satisfaction with teaching more below average classes than the high school teachers. More high school teachers desired help with difficult teaching decisions than the middle school teachers. Assistance from an experienced teacher was reported as being more helpful to middle school teachers than high school teachers. Significant differences occurred among teachers from different geographic areas in their satisfaction with learning good teaching practices from other teachers and being observed by other teachers. Most teaching conditions and experiences do not vary significantly for first year teachers from different geographic areas. A majority of teaching conditions and experiences of first year teachers are similar at different levels of secondary teaching. Recommendations for supportive induction programs were made to teacher educators, administrators, school boards, experienced teachers and teacher unions from the results of this study.
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