Publication Date

2017

Document Type

Dissertation/Thesis

First Advisor

Smith, Thomas J.

Degree Name

Ed.D. (Doctor of Education)

Legacy Department

Department of Leadership, Educational Psychology and Foundations

LCSH

Educational leadership; School management and organization; Education

Abstract

This study was designed to investigate the relationship between participation in a formalized teacher induction program and teacher satisfaction. Teacher turnover, attrition, and the forecasted teaching shortage have made teacher induction programs a tool to train and retain new teachers to the teaching profession and new to school districts throughout the State of Illinois. This study used the Abbreviated Job Descriptive Index (AJDI) to assess levels of satisfaction among teachers. An electronic survey was sent to all 148 "middle school, junior high schools" in the 54 Large Unit District Association in the State of Illinois. A total of 297 teachers responded to the survey. Results of the study showed a significant effect of participation in a formalized teacher induction program on general teacher satisfaction. Teachers who participated in a formalized teacher induction program had higher levels of satisfaction compared with teachers who did not participate in a formalized teacher induction program. Supporting research questions demonstrated that teachers who had a favorable teacher induction experience had higher levels of satisfaction compared with teachers who did not have a favorable teacher induction experience. A marginally significant moderating effect of ethnicity was evident, with White teachers who participated in a formalized induction program having higher levels of satisfaction than White teachers who did not participate in a formalized induction program, while non-White teachers who participated in a formalized induction program had lower satisfaction than their non-White peers who did not participate.

Comments

Advisors: Thomas Smith.||Committee members: Robb Cooper; Joesph Saban.||Includes bibliographical references.||Includes illustrations.

Extent

x, 162 pages

Language

eng

Publisher

Northern Illinois University

Rights Statement

In Copyright

Rights Statement 2

NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.

Media Type

Text

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