Date of Award

Spring 3-17-2024

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Organizational Leadership

First Advisor

George Giokaris, Ed.D.

Second Advisor

Lillian Maldonado French, Ed.D.

Third Advisor

Freddie Chavarria, Ed.D.

Abstract

Purpose: The purpose of this phenomenological qualitative descriptive study was to identify and describe how second- and third-year elementary school teachers who participated in induction programs perceived the efficacy of the induction programs in preparing them to design and implement effective instructional programs to meet the needs of all students after the COVID-19 pandemic.

Methodology: This phenomenological qualitative descriptive study explored and described second- and third-year teachers participating in induction programs to learn how the induction programs support new teachers after the COVID-19 pandemic. Using convenience sampling, structured interviews were held with 12 participants from Los Angeles County to learn about their lived experiences. Triangulation was provided by analyzing artifacts, which included agendas, professional development materials, and documents used in the induction programs.

Findings: Data analysis revealed that second- and third-year teachers find that induction programs that incorporate the California Standards for the Teaching Professions are effective. Induction programs prepare them to implement instructional programs to meet the needs of their students. The major findings indicated that mentors, reflection, lesson planning, reflecting on data, and collaboration are impactful in supporting new teachers.

Conclusions: Effective induction programs need to include mentors. They also need to include time for teachers to reflect on their practice and data to ensure they are continually refining their practice. Induction programs should incorporate collaboration and high expectations of their teachers to support new teacher’s growth.

Recommendations: Recommendations include mandating mentors for all teachers, ongoing reflection, professional development that focuses on instructional strategies for diverse learners, use of common and summative data to inform instruction, and collaboration amongst all staff. Research needs to include learning more about mentor and new teacher relationships and perspectives on induction programs. This study should be replicated by studying effective questions to enhance reflective practices.

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