This mixed method study examines, explains, and explores secondary first career and second career novice teachers' personal values of induction and the impact of mentor support on their teacher competency development. The research is based on data generated from California Beginning Teacher Support and Assessment (BTSA) Induction Program 2006-2007 survey, data from two focus group interviews, and research on adult development and learning theory. The data and the research verify that novice teachers need both professional and emotional support from an induction program to become competent teachers who stay in the profession. The study also demonstrates that secondary first career and second career novice teachers value and benefit from induction support differently. The findings indicate induction should be differentiated to meet professional competency needs through mentoring and activities that are sensitive to both types of secondary teachers' maturity, prior experiences, life stage, and teaching context. MANOVA analysis reveals that secondary second career novice teachers had higher mean scores than secondary first career novice teachers on all DVs on the value of the formative assessment activities and higher mean scores on the belief that the induction activities, along with mentor support, were helpful in achieving the program outcomes. Wilks' Lambda tests on both survey dimensions were significant (pKeeping new teacher in mind. Educational Leadership, 59(6), 12-16. Johnson. S. M., aamp; Project on the Next Generation of Teachers. (2004). Finders and keepers : Helping new teachers survive and thrive in our schools. San Francisco:anbsp;...
|Title||:||First Career and Second Career Secondary Novice Teachers' Self-assessed Value of Induction and Impact of Mentor Support to Their Teacher Competency|
|Author||:||Dorothy L. Stafford|
|Publisher||:||ProQuest - 2008|