Source: The Teacher Educator, 47:268–282, 2012
(Reviewed by the Team Portal)
This study aims to enhance the understanding of induction programs on beginning teacher turnover.
Methods
The authors used data from 1999–2000 School and Staffing Survey (SASS) and 2000–2001 Teacher Follow-up Survey (TFS).
The Teacher Follow-up Survey 2000–2001 consisted of data regarding 5788 teachers including 2,149 former teachers and 3,639 current teachers.
Findings
The results reveal that about 90% of beginning teachers started their careers with full-time status. Furthermore, it was found that fewer beginning teachers in the private sector started teaching full-time (82%) than their counterparts in the public sector (91%).
The authors also found that about 76% of beginning teachers in public schools hold regular certification, but only 32% of beginning teachers in private schools hold regular certification.
The authors found that Beginning teachers in the private sector were more likely to leave the profession than move after the first year of teaching.
Beginning teachers in the public school, however, were more likely to move than leave the profession.
The results show that four induction activities were commonly practiced: supportive communication with the principal or other administrators, regular-scheduled collaboration with other teachers on issues of instruction, seminars or classes for beginning teachers, and common planning time with teachers in the same subject.
The authors found that three induction activities are beneficial in significantly reducing turnover rates for beginning teachers: seminars, common planning time, and extra classroom assistance.