This mixed methods study invited principals (n=5) and first-year teachers (n=25) in five Jesuit secondary schools in the California Province to participate. Online surveys and follow-up online interviews were designed to assess the degree to which the schools met 11 standards that constituted the conceptual framework for the study: (a)Program vision, goals, and institutional commitment, (b)Formation of the Ignatian educator, (c)Program administration and communication, (d)Principal engagement, (e)Program assessment, evaluation, and accountability, (f)Assessing first-year teacher practice, (g)First-year teacher professional development and learning communities, (h)Mentor role and responsibilities, selection, assignment, and assessment, (i)Mentor professional development and learning communities, (j)Focus on instructional practice, and (k)Focus on equity and universal access. Ten of the 11 standards were adapted with permission from the New Teacher Center's (2011)Induction Program Standards. The second standard regarding Ignatian formation was adapted from the Jesuit Secondary Education Association's (2011)Profile of an Ignatian Educator.
Overall, the study revealed that all five schools developed and implemented some form of an induction program for their first-year teachers during the 2012-2013 academic year. The perception data indicated that all five schools demonstrated a strong commitment to (b)Formation of the Ignatian educator. In contrast, the respondents reported the most need for growth in (e)Program assessment, evaluation, and accountability. The respondents showed modest support for the remaining nine standards, indicating the potential for improvement. For example, first-year teachers reported the need for the presence of mentor teachers who play a supportive role throughout the academic year. The results of this study invite administrators in Jesuit secondary schools to develop and implement robust first-year teacher induction programs.
","abstract_html":"<p>This mixed methods study invited principals (n=5) and first-year teachers (n=25) in five Jesuit secondary schools in the California Province to participate. Online surveys and follow-up online interviews were designed to assess the degree to which the schools met 11 standards that constituted the conceptual framework for the study: (a)Program vision, goals, and institutional commitment, (b)Formation of the Ignatian educator, (c)Program administration and communication, (d)Principal engagement, (e)Program assessment, evaluation, and accountability, (f)Assessing first-year teacher practice, (g)First-year teacher professional development and learning communities, (h)Mentor role and responsibilities, selection, assignment, and assessment, (i)Mentor professional development and learning communities, (j)Focus on instructional practice, and (k)Focus on equity and universal access. Ten of the 11 standards were adapted with permission from the New Teacher Center's (2011)Induction Program Standards. The second standard regarding Ignatian formation was adapted from the Jesuit Secondary Education Association's (2011)Profile of an Ignatian Educator.</p> <p>Overall, the study revealed that all five schools developed and implemented some form of an induction program for their first-year teachers during the 2012-2013 academic year. The perception data indicated that all five schools demonstrated a strong commitment to (b)Formation of the Ignatian educator. In contrast, the respondents reported the most need for growth in (e)Program assessment, evaluation, and accountability. The respondents showed modest support for the remaining nine standards, indicating the potential for improvement. For example, first-year teachers reported the need for the presence of mentor teachers who play a supportive role throughout the academic year. The results of this study invite administrators in Jesuit secondary schools to develop and implement robust first-year teacher induction programs.</p>","abstract_has_math":false,"creators":["Christensen, Justin James Dixon"],"institution":null,"degree_name":"Doctor of Education (Ed.D.)","degree_level":"Dissertation","degree_discipline":"Leadership Studies","degree_department":null,"school":null,"contributors":["Gini Shimabukuro","Christopher Thomas","Ralph Metts S.J."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2013,"date_issued":"2013-01-01T08:00:00Z","date_published":"2013-01-01T08:00:00Z","updated_at":"2026-07-24T05:42:43Z","subjects":["Catholic","Induction","Jesuit","Mentoring","Mentor Teachers","New Teachers","Educational Administration and Supervision","Educational Leadership","Elementary and Middle and Secondary Education Administration"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://repository.usfca.edu/diss/82","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Gini Shimabukuro","Christopher Thomas","Ralph Metts S.J."]},{"key":"dc:creator","label":"Author","values":["Christensen, Justin James Dixon"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["1970-01-01T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Leadership Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education (Ed.D.)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Catholic","Induction","Jesuit","Mentoring","Mentor Teachers","New Teachers","Educational Administration and Supervision","Educational Leadership","Elementary and Middle and Secondary Education Administration"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://repository.usfca.edu/diss/82"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This mixed methods study invited principals (n=5) and first-year teachers (n=25) in five Jesuit secondary schools in the California Province to participate. Online surveys and follow-up online interviews were designed to assess the degree to which the schools met 11 standards that constituted the conceptual framework for the study: (a)Program vision, goals, and institutional commitment, (b)Formation of the Ignatian educator, (c)Program administration and communication, (d)Principal engagement, (e)Program assessment, evaluation, and accountability, (f)Assessing first-year teacher practice, (g)First-year teacher professional development and learning communities, (h)Mentor role and responsibilities, selection, assignment, and assessment, (i)Mentor professional development and learning communities, (j)Focus on instructional practice, and (k)Focus on equity and universal access. Ten of the 11 standards were adapted with permission from the New Teacher Center's (2011)Induction Program Standards. The second standard regarding Ignatian formation was adapted from the Jesuit Secondary Education Association's (2011)Profile of an Ignatian Educator.
Overall, the study revealed that all five schools developed and implemented some form of an induction program for their first-year teachers during the 2012-2013 academic year. The perception data indicated that all five schools demonstrated a strong commitment to (b)Formation of the Ignatian educator. In contrast, the respondents reported the most need for growth in (e)Program assessment, evaluation, and accountability. The respondents showed modest support for the remaining nine standards, indicating the potential for improvement. For example, first-year teachers reported the need for the presence of mentor teachers who play a supportive role throughout the academic year. The results of this study invite administrators in Jesuit secondary schools to develop and implement robust first-year teacher induction programs.
"]},{"key":"dc:title","label":"Title","values":["An Investigation of First-Year Teacher Induction Programs in Jesuit Secondary Schools within the California Province"]}]}],"canonical_facts":{"dc:contributor":["Gini Shimabukuro","Christopher Thomas","Ralph Metts S.J."],"dc:creator":["Christensen, Justin James Dixon"],"dc:date.available":["1970-01-01T08:00:00Z"],"dc:description.abstract":["This mixed methods study invited principals (n=5) and first-year teachers (n=25) in five Jesuit secondary schools in the California Province to participate. Online surveys and follow-up online interviews were designed to assess the degree to which the schools met 11 standards that constituted the conceptual framework for the study: (a)Program vision, goals, and institutional commitment, (b)Formation of the Ignatian educator, (c)Program administration and communication, (d)Principal engagement, (e)Program assessment, evaluation, and accountability, (f)Assessing first-year teacher practice, (g)First-year teacher professional development and learning communities, (h)Mentor role and responsibilities, selection, assignment, and assessment, (i)Mentor professional development and learning communities, (j)Focus on instructional practice, and (k)Focus on equity and universal access. Ten of the 11 standards were adapted with permission from the New Teacher Center's (2011)Induction Program Standards. The second standard regarding Ignatian formation was adapted from the Jesuit Secondary Education Association's (2011)Profile of an Ignatian Educator.
Overall, the study revealed that all five schools developed and implemented some form of an induction program for their first-year teachers during the 2012-2013 academic year. The perception data indicated that all five schools demonstrated a strong commitment to (b)Formation of the Ignatian educator. In contrast, the respondents reported the most need for growth in (e)Program assessment, evaluation, and accountability. The respondents showed modest support for the remaining nine standards, indicating the potential for improvement. For example, first-year teachers reported the need for the presence of mentor teachers who play a supportive role throughout the academic year. The results of this study invite administrators in Jesuit secondary schools to develop and implement robust first-year teacher induction programs.
"],"dc:identifier":["https://repository.usfca.edu/diss/82"],"dc:subject":["Catholic","Induction","Jesuit","Mentoring","Mentor Teachers","New Teachers","Educational Administration and Supervision","Educational Leadership","Elementary and Middle and Secondary Education Administration"],"dc:title":["An Investigation of First-Year Teacher Induction Programs in Jesuit Secondary Schools within the California Province"],"thesis:degree_discipline":["Leadership Studies"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education (Ed.D.)"]},"updated_at":"2026-07-24T05:42:43Z"}