ONE DAY AT A TIME: THE EFFECTS OF INTEGRATED INDUCTION PROGRAMS IN PRIVATE SCHOOLS
Date
2022-12
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Abstract
The purpose of this study was to develop an understanding of the value of the integration
of induction programs for novice teachers and mentors. The study examined participants
working in the dioceses, the archdioceses, and private schools around California. Participants received the surveys via electronic mail. The novice teachers were a part of an induction program designed to support new teachers in private schools. Every novice teacher was assigned a mentor from a private or public school. For the most part the mentors were mentors for private schools. In total, there were 34 participants that were novice teachers and 36 participants that were mentors. The mixed methods study examined novice and mentor teachers’ experiences during an induction program. Through Transformational Leadership, a phenomenological inquiry was used to research novice teachers and mentor teachers’ lived experiences in California private schools. The literature review found research on challenges teachers face, mentoring, induction programs, and the integration of induction program in public school districts. The findings of this study expand on previous researchers’ findings in areas of the effectiveness of mentor teachers in induction programs. This study revealed that mentors have the greatest impact of an induction program. The mentors were of more benefit than having discussion posts and paperwork. Moreover, the findings indicated that the integration of induction programs did not make a difference. Yet, most novice teachers and mentors found it beneficial to be on the same school site and in the same subject area.
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Keywords
archdiocese, diocese, charter schools, induction, integration, mentorship, mentor-mentee relationship, private schools, public schools