View in EDS

Guiding Early Educators with Andragogy: A Mixed-Methods Case Study of New Teacher Induction, Support, and Development

Saved in:
Bibliographic Details
Title: Guiding Early Educators with Andragogy: A Mixed-Methods Case Study of New Teacher Induction, Support, and Development
Language: English
Authors: Ellen S. Moskowitz
Source: ProQuest LLC. 2024Ed.D. Dissertation, Kansas State University.
Availability: ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Peer Reviewed: N
Page Count: 318
Publication Date: 2024
Document Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Early Childhood Education
Adult Education
Descriptors: Early Childhood Teachers, Andragogy, Beginning Teacher Induction, Faculty Development, Mentors, Teacher Persistence, Self Efficacy, Job Satisfaction, Teacher Effectiveness, Teacher Evaluation, Teaching Skills, Communities of Practice, Nontenured Faculty
ISBN: 979-83-8283-500-6
Abstract: This study set out to evaluate the effectiveness of a multi-year new-teacher induction program, which encompassed a first-year mentoring component and four years of continuous professional development to support new teachers during their pre-tenure phase. Using a mixed methods case study approach, the research sought to determine the most beneficial professional supports for new teachers, gauge the influence of sustained professional development on them, examine the correlation between the program and (1) new teacher retention, (2) self-efficacy, and (3) overall job satisfaction, and assess the broader impact of a new teacher induction program on teacher quality. Data collection involved both qualitative and quantitative methods, including surveys, interviews, and the analysis of teacher retention and evaluation data. The study employed Logit model regression analyses for teacher retention data to explore retention odds ratios and Fixed Effect Regression models to scrutinize teacher evaluation data, investigating the impact of various factors on teacher evaluation scores. Key findings demonstrated that the "Grow to Great" induction program notably enhanced teachers' self-efficacy, pedagogical skills, professional learning communities, and access to support systems. Nevertheless, the program's sustainability faced challenges due to elevated attrition rates within the school or district, affecting teachers' engagement in the program. These results underscore the significant influence of school climate on teachers' capacity to learn and develop professionally. The implications of this research stress the need for continuous professional support for new teachers throughout their pre-tenure years and the critical importance of identifying effective support mechanisms for their development. Future research should prioritize conducting longitudinal studies to evaluate the long-term impact of new teacher induction programs on teaching practices and student assessment scores, thus shedding light on their enduring contributions to educational quality. Research should also delve into strategies, interventions, and support systems designed to bridge the learning gap between veteran and pre-tenured educators adopting research-based best practices. A longitudinal approach will offer insights into challenges, successes, and the role of ongoing professional development in sustaining improvements. Additionally, there is a need for research focused on developing a teacher evaluation system that guarantees reliability and transparency while fostering intrinsic motivation among educators, encouraging continuous improvement in instructional practices. Such a system should place emphasis on constructive feedback and personalized development pathways to ultimately enhance overall teaching quality and empower educators. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
Abstractor: As Provided
Entry Date: 2024
Access URL: https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:30997547
Accession Number: ED656646
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: ED656646
AccessLevel: 3
PubType: Dissertation/ Thesis
PubTypeId: dissertation
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Guiding Early Educators with Andragogy: A Mixed-Methods Case Study of New Teacher Induction, Support, and Development
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Ellen+S%2E+Moskowitz%22">Ellen S. Moskowitz</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22ProQuest+LLC%22"><i>ProQuest LLC</i></searchLink>. 2024Ed.D. Dissertation, Kansas State University.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: N
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 318
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2024
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Dissertations/Theses - Doctoral Dissertations
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Adult+Education%22">Adult Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Early+Childhood+Teachers%22">Early Childhood Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Andragogy%22">Andragogy</searchLink><br /><searchLink fieldCode="DE" term="%22Beginning+Teacher+Induction%22">Beginning Teacher Induction</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Mentors%22">Mentors</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Persistence%22">Teacher Persistence</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Job+Satisfaction%22">Job Satisfaction</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Effectiveness%22">Teacher Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Evaluation%22">Teacher Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Skills%22">Teaching Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Communities+of+Practice%22">Communities of Practice</searchLink><br /><searchLink fieldCode="DE" term="%22Nontenured+Faculty%22">Nontenured Faculty</searchLink>
– Name: ISBN
  Label: ISBN
  Group: ISBN
  Data: 979-83-8283-500-6
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This study set out to evaluate the effectiveness of a multi-year new-teacher induction program, which encompassed a first-year mentoring component and four years of continuous professional development to support new teachers during their pre-tenure phase. Using a mixed methods case study approach, the research sought to determine the most beneficial professional supports for new teachers, gauge the influence of sustained professional development on them, examine the correlation between the program and (1) new teacher retention, (2) self-efficacy, and (3) overall job satisfaction, and assess the broader impact of a new teacher induction program on teacher quality. Data collection involved both qualitative and quantitative methods, including surveys, interviews, and the analysis of teacher retention and evaluation data. The study employed Logit model regression analyses for teacher retention data to explore retention odds ratios and Fixed Effect Regression models to scrutinize teacher evaluation data, investigating the impact of various factors on teacher evaluation scores. Key findings demonstrated that the "Grow to Great" induction program notably enhanced teachers' self-efficacy, pedagogical skills, professional learning communities, and access to support systems. Nevertheless, the program's sustainability faced challenges due to elevated attrition rates within the school or district, affecting teachers' engagement in the program. These results underscore the significant influence of school climate on teachers' capacity to learn and develop professionally. The implications of this research stress the need for continuous professional support for new teachers throughout their pre-tenure years and the critical importance of identifying effective support mechanisms for their development. Future research should prioritize conducting longitudinal studies to evaluate the long-term impact of new teacher induction programs on teaching practices and student assessment scores, thus shedding light on their enduring contributions to educational quality. Research should also delve into strategies, interventions, and support systems designed to bridge the learning gap between veteran and pre-tenured educators adopting research-based best practices. A longitudinal approach will offer insights into challenges, successes, and the role of ongoing professional development in sustaining improvements. Additionally, there is a need for research focused on developing a teacher evaluation system that guarantees reliability and transparency while fostering intrinsic motivation among educators, encouraging continuous improvement in instructional practices. Such a system should place emphasis on constructive feedback and personalized development pathways to ultimately enhance overall teaching quality and empower educators. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2024
– Name: URL
  Label: Access URL
  Group: URL
  Data: <link linkTarget="URL" linkTerm="https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:30997547" linkWindow="_blank">https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:30997547</link>
– Name: AN
  Label: Accession Number
  Group: ID
  Data: ED656646
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED656646
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 318
    Subjects:
      – SubjectFull: Early Childhood Teachers
        Type: general
      – SubjectFull: Andragogy
        Type: general
      – SubjectFull: Beginning Teacher Induction
        Type: general
      – SubjectFull: Faculty Development
        Type: general
      – SubjectFull: Mentors
        Type: general
      – SubjectFull: Teacher Persistence
        Type: general
      – SubjectFull: Self Efficacy
        Type: general
      – SubjectFull: Job Satisfaction
        Type: general
      – SubjectFull: Teacher Effectiveness
        Type: general
      – SubjectFull: Teacher Evaluation
        Type: general
      – SubjectFull: Teaching Skills
        Type: general
      – SubjectFull: Communities of Practice
        Type: general
      – SubjectFull: Nontenured Faculty
        Type: general
    Titles:
      – TitleFull: Guiding Early Educators with Andragogy: A Mixed-Methods Case Study of New Teacher Induction, Support, and Development
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Ellen S. Moskowitz
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2024
          Identifiers:
            – Type: isbn-print
              Value: 979-83-8283-500-6
          Titles:
            – TitleFull: ProQuest LLC
              Type: main
ResultId 1