Induction Programs in Independent Schools: A Qualitative Study on New Faculty Members' Experiences

Autor/inn/en	Segraves, Jamie N.; Reid, David B.
Titel	Induction Programs in Independent Schools: A Qualitative Study on New Faculty Members' Experiences
Quelle	In: Education Leadership Review of Doctoral Research, 7 (2019), S.1-21 (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1532-0723
Schlagwörter	Private Schools; Beginning Teacher Induction; Job Satisfaction; School Culture; Teacher Attitudes; Administrator Attitudes; Collegiality; Day Schools; Boarding Schools; Teacher Persistence; Urban Areas; Faculty Mobility; Elementary School Teachers; Secondary School Teachers; Mentors; District of Columbia + Suchen Sie Ihr Suchwort? Private school; Privatschule; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Schulkultur; Schulleben; Lehrerverhalten; Kollegialität; Day school; Halbtagsschule; Boarding school; Internat; Urban area; Stadtregion; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	The purpose of this qualitative study was to explore the experiences of newly-hired faculty members in the induction programs provided by four independent schools in the greater Washington, D.C. area and examine how each induction program influenced faculty job satisfaction. Data came from six administrators and 17 faculty members and were collected during the 2017-2018 academic year. Through the use of document review and semi-structured interviews, similarities across schools and individual participants emerged. The findings showed that a positive school culture and opportunities to build relationships with colleagues influenced the faculty members' overall professional satisfaction. (As Provided).
Anmerkungen	International Council of Professors of Educational Leadership. Web site: https://www.icpel.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01