Donn Mendoza

Publication Date


Document Type


First Advisor

Saban, Joseph M.

Degree Name

Ed.D. (Doctor of Education)

Legacy Department

Department of Leadership, Educational Psychology and Foundations


Elementary school teachers--Illinois--Attitudes; Middle school teachers--Illinois--Attitudes; High school teachers--Illinois--Attitudes; Teacher orientation--Illinois--Public opinion


This study was designed to investigate the perceived level of benefit of new teacher induction programs among teachers in Illinois. Due the increasing number of teachers that leave the teaching profession, it is vital to understand what teachers perceive about the new teacher induction programs designed to support them. The study was based upon on a 1998 study of new teacher induction programs by Robinson. Robinson’s study defines major dimensions of new teacher induction programs and provides information relative to categorical dimensions and components. Specifically, Robinson classifies major induction program dimensions as (a) preservice experiences, (b) orientation, (c) getting started, (d) mentoring, and (e) review and evaluation. This research study targeted 390 pretenure teachers in Illinois from Lake, Kane, McHenry, Will, and suburban Cook Counties and asked respondents to assess the degree to which they derived benefit from the five dimensions of Robinson’s study. Additionally, the association of this perceived benefit with gender, primary teaching assignment, current pretenure status, total number of years of experience, school type, school size, and district type were examined. Results of the study showed that primary teaching assignment was the only demographic characteristic that was related to the profile of perceived benefit of induction programs. Here, the noninstructional special education group showed relatively higher scores than did the others on the Mentoring dimension. However, significant differences by dimension in the level of perceived benefit from new teacher induction programs were evident, which has implications for the quality of new teachers hired by school districts in Illinois and teacher retention rates. Specifically, the Orientation dimension tended to have the most perceived benefit, and the Getting Started and Mentoring dimensions seemed to have the least perceived benefit.


Includes bibliographical references (pages 88-91)


vii, 101 pages




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