{"id":{"repo_id":"vt","oai_identifier":"oai:vtechworks.lib.vt.edu:10919/124472"},"canonical_url":"https://search.dev.ndltd.org/etd/vt/oai:vtechworks.lib.vt.edu:10919/124472","repository":{"repo_id":"vt","name":"Virginia Tech","base_url":"https://vtechworks.lib.vt.edu/oai/request"},"display":{"title":"The Perceptions of Elementary Teachers on Induction Programs and Retention","abstract":"The Perceptions of Elementary Teachers on their Induction Program and Retention Bernette D. Brock General Audience Abstract The purpose of this study was to determine teacher perceptions of induction programs and their decision to remain in teaching. The participants in this study included elementary teachers in one rural Virginia school division. Quantitative research methods with a survey methodology were used to gather data about the participants induction experiences, induction program length, and induction activities. Three open-ended questions were also included to allow participants to share additional information about their induction experiences that was not captured in the survey questions. School divisions can benefit from this quantitative study to attract, train and retain teachers as they look for strategies to recruit and retain teachers. Findings indicate that a well-organized structured induction program that include the assignment of a mentor, facilitator, or coach, along with participation in professional development were perceived to be the most valuable induction activities by elementary teachers in this study for both development and retention.","abstract_html":"The Perceptions of Elementary Teachers on their Induction Program and Retention Bernette D. Brock General Audience Abstract The purpose of this study was to determine teacher perceptions of induction programs and their decision to remain in teaching. The participants in this study included elementary teachers in one rural Virginia school division. Quantitative research methods with a survey methodology were used to gather data about the participants induction experiences, induction program length, and induction activities. Three open-ended questions were also included to allow participants to share additional information about their induction experiences that was not captured in the survey questions. School divisions can benefit from this quantitative study to attract, train and retain teachers as they look for strategies to recruit and retain teachers. Findings indicate that a well-organized structured induction program that include the assignment of a mentor, facilitator, or coach, along with participation in professional development were perceived to be the most valuable induction activities by elementary teachers in this study for both development and retention.","abstract_has_math":false,"creators":["Brock, Bernette Dywanda"],"institution":"Virginia Tech","degree_name":"Doctor of Education","degree_level":"doctoral","degree_discipline":"Educational Leadership and Policy Studies","degree_department":"Educational Leadership and Policy Studies","school":null,"contributors":[],"advisors":[],"committee_chairs":["Cash, Carol S."],"committee_members":["Twiford, Travis W.","Brinkmann, Jodie Lynn","Price, Ted S."],"year":2025,"date_issued":"2025-02-03","date_published":"2025-02-03","updated_at":"2026-07-22T22:20:23Z","subjects":["Teacher Retention","Induction Programs","Mentor Programs","Attrition"],"languages":["en"],"rights":["In Copyright"],"rights_urls":["http://rightsstatements.org/vocab/InC/1.0/"],"identifier_entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["vt_gsexam:41585"],"render_values":[{"text":"vt_gsexam:41585","href":null,"code":true}]}]},"links":{"outbound_url":"https://hdl.handle.net/10919/124472","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.committeechair","label":"Committee Chair","values":["Cash, Carol S."]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["Twiford, Travis W.","Brinkmann, Jodie Lynn","Price, Ted S."]},{"key":"dc:contributor.department","label":"Department","values":["Educational Leadership and Policy Studies"]},{"key":"dc:creator","label":"Author","values":["Brock, Bernette Dywanda"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2025-02-04T09:00:27Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2025-02-04T09:00:27Z"]},{"key":"dc:date.issued","label":"Date","values":["2025-02-03"]},{"key":"dc:publisher","label":"Institution","values":["Virginia Tech"]},{"key":"dc:type","label":"Dc Type","values":["Dissertation"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership and Policy Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Virginia Polytechnic Institute and State University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Teacher Retention","Induction Programs","Mentor Programs","Attrition"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["In Copyright"]},{"key":"dc:rights.uri","label":"Rights URI","values":["http://rightsstatements.org/vocab/InC/1.0/"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["vt_gsexam:41585"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/10919/124472"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstractgeneral","label":"General Abstract","values":["The Perceptions of Elementary Teachers on their Induction Program and Retention Bernette D. 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