The goal of new teacher induction programs was to improve the instruction of new and beginning teachers through ongoing professional development and instructional coaching with the hopes of retaining highly-qualified teachers and improving student learning. This study aims to evaluate the effectiveness of new teacher induction programs based on teacher satisfaction and retention rates. This study addressed the following research questions: (1) What are the known qualities of a highly-effective teacher induction program? and (2) What can school district leaders do to improve a teacher induction program to increase teacher satisfaction and retention rates? The context of this inquiry was a low achieving Title I school in an urban district with a school-based new induction program. The study demonstrated outcomes indicating the school’s culture and the participants’ connection with their mentors positively impacted the effectiveness of the new teacher induction program. The evaluation resulted in a need for change. I developed a change leadership plan to address increased administrator participation, a deliberate approach to supporting new teachers entering the profession, a conscious approach to using nonevaluative observations and feedback, and an intentional focus on infusing the school culture into the program. I concluded from the research that many programs lack formal implementation of program components needed to bring intentionality and fidelity. I recommended a change in district policy to mandate a semi-scripted, formal program to be implemented by district leaders and school-based leaders.
","abstract_html":"<p>The goal of new teacher induction programs was to improve the instruction of new and beginning teachers through ongoing professional development and instructional coaching with the hopes of retaining highly-qualified teachers and improving student learning. This study aims to evaluate the effectiveness of new teacher induction programs based on teacher satisfaction and retention rates. This study addressed the following research questions: (1) What are the known qualities of a highly-effective teacher induction program? and (2) What can school district leaders do to improve a teacher induction program to increase teacher satisfaction and retention rates? The context of this inquiry was a low achieving Title I school in an urban district with a school-based new induction program. The study demonstrated outcomes indicating the school’s culture and the participants’ connection with their mentors positively impacted the effectiveness of the new teacher induction program. The evaluation resulted in a need for change. I developed a change leadership plan to address increased administrator participation, a deliberate approach to supporting new teachers entering the profession, a conscious approach to using nonevaluative observations and feedback, and an intentional focus on infusing the school culture into the program. I concluded from the research that many programs lack formal implementation of program components needed to bring intentionality and fidelity. I recommended a change in district policy to mandate a semi-scripted, formal program to be implemented by district leaders and school-based leaders.</p>","abstract_has_math":false,"creators":["Duroseau, Wendy M."],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Lorrie Butler","Rosita Riley","Carla Sparks"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2021,"date_issued":"2021-12-01T08:00:00Z","date_published":"2021-12-01T08:00:00Z","updated_at":"2026-07-24T03:21:05Z","subjects":["Teacher induction","teacher retention","new teachers","beginning teachers","teacher attrition","teacher mentor","Educational Leadership","Educational Methods","Other Education","Teacher Education and Professional Development"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/625","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Lorrie Butler","Rosita Riley","Carla Sparks"]},{"key":"dc:creator","label":"Author","values":["Duroseau, Wendy M."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2022-02-15T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Public Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Teacher induction","teacher retention","new teachers","beginning teachers","teacher attrition","teacher mentor","Educational Leadership","Educational Methods","Other Education","Teacher Education and Professional Development"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/625"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The goal of new teacher induction programs was to improve the instruction of new and beginning teachers through ongoing professional development and instructional coaching with the hopes of retaining highly-qualified teachers and improving student learning. This study aims to evaluate the effectiveness of new teacher induction programs based on teacher satisfaction and retention rates. This study addressed the following research questions: (1) What are the known qualities of a highly-effective teacher induction program? and (2) What can school district leaders do to improve a teacher induction program to increase teacher satisfaction and retention rates? The context of this inquiry was a low achieving Title I school in an urban district with a school-based new induction program. The study demonstrated outcomes indicating the school’s culture and the participants’ connection with their mentors positively impacted the effectiveness of the new teacher induction program. The evaluation resulted in a need for change. I developed a change leadership plan to address increased administrator participation, a deliberate approach to supporting new teachers entering the profession, a conscious approach to using nonevaluative observations and feedback, and an intentional focus on infusing the school culture into the program. I concluded from the research that many programs lack formal implementation of program components needed to bring intentionality and fidelity. I recommended a change in district policy to mandate a semi-scripted, formal program to be implemented by district leaders and school-based leaders.
"]},{"key":"dc:title","label":"Title","values":["The Interdependency of Impactful Teacher Induction Programs and Teacher Retention"]}]}],"canonical_facts":{"dc:contributor":["Lorrie Butler","Rosita Riley","Carla Sparks"],"dc:creator":["Duroseau, Wendy M."],"dc:date.available":["2022-02-15T08:00:00Z"],"dc:description.abstract":["The goal of new teacher induction programs was to improve the instruction of new and beginning teachers through ongoing professional development and instructional coaching with the hopes of retaining highly-qualified teachers and improving student learning. This study aims to evaluate the effectiveness of new teacher induction programs based on teacher satisfaction and retention rates. This study addressed the following research questions: (1) What are the known qualities of a highly-effective teacher induction program? and (2) What can school district leaders do to improve a teacher induction program to increase teacher satisfaction and retention rates? The context of this inquiry was a low achieving Title I school in an urban district with a school-based new induction program. The study demonstrated outcomes indicating the school’s culture and the participants’ connection with their mentors positively impacted the effectiveness of the new teacher induction program. The evaluation resulted in a need for change. I developed a change leadership plan to address increased administrator participation, a deliberate approach to supporting new teachers entering the profession, a conscious approach to using nonevaluative observations and feedback, and an intentional focus on infusing the school culture into the program. I concluded from the research that many programs lack formal implementation of program components needed to bring intentionality and fidelity. I recommended a change in district policy to mandate a semi-scripted, formal program to be implemented by district leaders and school-based leaders.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/625"],"dc:subject":["Teacher induction","teacher retention","new teachers","beginning teachers","teacher attrition","teacher mentor","Educational Leadership","Educational Methods","Other Education","Teacher Education and Professional Development"],"dc:title":["The Interdependency of Impactful Teacher Induction Programs and Teacher Retention"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation - Public Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:21:05Z"}