The purpose of this study was to evaluate the effectiveness of a newly implemented teacher induction program that commenced in August 2003. Twenty-one teachers who began employment in August 2003 were required to participate in this piloted program. Six months following the initial induction meeting, 18 teachers were surveyed. The survey design conformed to a modified Likert scale. The findings revealed that the need existed for a comprehensive new teacher induction program that was designed to help alleviate some of the fears expressed by the participants. A major goal of the program was to provide all newly hired faculty members with a system of support and assistance that would extend throughout the school year. This system of support consisted of informative meetings that encouraged sharing of ideas amongst educators coupled with post-meeting communication between the new staff members, administrators, veteran teachers, mentors, and buddies. The study revealed that the majority of teachers felt supported throughout their first year of employment. They also described their first year at this large regional high school as successful.
","abstract_html":"<p>The purpose of this study was to evaluate the effectiveness of a newly implemented teacher induction program that commenced in August 2003. Twenty-one teachers who began employment in August 2003 were required to participate in this piloted program. Six months following the initial induction meeting, 18 teachers were surveyed. The survey design conformed to a modified Likert scale. The findings revealed that the need existed for a comprehensive new teacher induction program that was designed to help alleviate some of the fears expressed by the participants. A major goal of the program was to provide all newly hired faculty members with a system of support and assistance that would extend throughout the school year. This system of support consisted of informative meetings that encouraged sharing of ideas amongst educators coupled with post-meeting communication between the new staff members, administrators, veteran teachers, mentors, and buddies. The study revealed that the majority of teachers felt supported throughout their first year of employment. They also described their first year at this large regional high school as successful.</p>","abstract_has_math":false,"creators":["Doyle, Jo Ann"],"institution":null,"degree_name":"M.A. in School Administration","degree_level":"Thesis","degree_discipline":"Educational Services and Leadership","degree_department":null,"school":null,"contributors":["Kern, Robert W."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2004,"date_issued":"2004-04-29T07:00:00Z","date_published":"2004-04-29T07:00:00Z","updated_at":"2026-07-24T04:14:04Z","subjects":["First year teachers--Supervision of--New Jersey; Mentoring in education--New Jersey; Teachers--Training of--New Jersey","Elementary and Middle and Secondary Education Administration"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/1142","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Kern, Robert W."]},{"key":"dc:creator","label":"Author","values":["Doyle, Jo Ann"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-04-21T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Services and Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A. in School Administration"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["First year teachers--Supervision of--New Jersey; Mentoring in education--New Jersey; Teachers--Training of--New Jersey","Elementary and Middle and Secondary Education Administration"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/1142"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study was to evaluate the effectiveness of a newly implemented teacher induction program that commenced in August 2003. Twenty-one teachers who began employment in August 2003 were required to participate in this piloted program. Six months following the initial induction meeting, 18 teachers were surveyed. The survey design conformed to a modified Likert scale. The findings revealed that the need existed for a comprehensive new teacher induction program that was designed to help alleviate some of the fears expressed by the participants. A major goal of the program was to provide all newly hired faculty members with a system of support and assistance that would extend throughout the school year. This system of support consisted of informative meetings that encouraged sharing of ideas amongst educators coupled with post-meeting communication between the new staff members, administrators, veteran teachers, mentors, and buddies. The study revealed that the majority of teachers felt supported throughout their first year of employment. They also described their first year at this large regional high school as successful.
"]},{"key":"dc:title","label":"Title","values":["Assessment of a newly implemented teacher induction program"]}]}],"canonical_facts":{"dc:contributor":["Kern, Robert W."],"dc:creator":["Doyle, Jo Ann"],"dc:date.available":["2016-04-21T07:00:00Z"],"dc:description.abstract":["The purpose of this study was to evaluate the effectiveness of a newly implemented teacher induction program that commenced in August 2003. Twenty-one teachers who began employment in August 2003 were required to participate in this piloted program. Six months following the initial induction meeting, 18 teachers were surveyed. The survey design conformed to a modified Likert scale. The findings revealed that the need existed for a comprehensive new teacher induction program that was designed to help alleviate some of the fears expressed by the participants. A major goal of the program was to provide all newly hired faculty members with a system of support and assistance that would extend throughout the school year. This system of support consisted of informative meetings that encouraged sharing of ideas amongst educators coupled with post-meeting communication between the new staff members, administrators, veteran teachers, mentors, and buddies. The study revealed that the majority of teachers felt supported throughout their first year of employment. They also described their first year at this large regional high school as successful.
"],"dc:identifier":["https://rdw.rowan.edu/etd/1142"],"dc:subject":["First year teachers--Supervision of--New Jersey; Mentoring in education--New Jersey; Teachers--Training of--New Jersey","Elementary and Middle and Secondary Education Administration"],"dc:title":["Assessment of a newly implemented teacher induction program"],"thesis:degree_discipline":["Educational Services and Leadership"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.A. in School Administration"]},"updated_at":"2026-07-24T04:14:04Z"}