Publication Date

1966

Document Type

Dissertation/Thesis

First Advisor

Belnap, Ralph A.||Wells, Philip C.

Degree Name

M.S. (Master of Science)

Department

Department of Educational Administration

LCSH

Teaching||Teachers--Training of

Abstract

New teachers experience problems of becoming oriented and adjusted to the unique characteristics of the new school district and the new community of which they became associated. School districts must assist in the adjustment and orientation of new teachers by establishing a carefully planned and effectively administered program of orientation which is baaed on the problems and needs of teachers new in the school district. The purpose of this study wee (1) to identify the problems and needs of new teachers in selected school districts and (2) to investigate techniques that are used by selected school districts in the orientation of new teachers. A survey was made of the literature relating to the needs and problems of new teachers as well as literature pertaining to the proper techniques that should be used in the orientation of new teachers. Twenty school districts in Northern Illinois, with an enrollment of three-thousand or store, were selected to take part in the study. Questionnaires designed to determine what orientation techniques were being employed by school districts were distributed to the superintendents of the twenty selected school districts. Another questionnaire designed to determine what new teachers believed to be the most difficult problems of adjustment and orientation were distributed to 140 new teachers in the twenty selected school districts. In light of the findings of this study, it is obvious that new teachers are handicapped, by many problems, in their orientation and adjustment to the school community. New teachers experience serious difficulty with two problems: (1) learning administrative routines, reports, and procedures, and (2) gaining a workable understanding of the school philosophy. This suggests that there is a need for school districts to clarify their administrative routines and procedures, and improve their procedures and methods of defining the school's philosophy and objectives. Many school districts realize the importance of well planned and effectively administered orientation programs and are improving their orientation procedures. Other school districts have a minimal orientation program and do not provide adequate administrative and supervisory assistance for new teachers. The orientation of new teachers into a school and community is a complex and complicated procedure which begins with the recruitment of the teacher and ends when the teacher has made the adjustments which will enable him to function effectively as a member of the school staff.

Comments

Includes bibliographical references.

Extent

viii, 77 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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