New elementary teachers' perceptions of the induction process

Abstract

Teacher retention is a growing area of concern in education. Administrators and building level personnel must take an active role in defining the quality of the induction process for their new elementary teachers. The purpose of this study was to determine the selfperceptions of the new elementary teacher's induction experiences in relationship to job satisfaction and quitting behavior within the Des Moines Public Schools by assessing their induction experiences in each of the following recommended categories: (1) community orientation (2) systems orientation (3) orientation to the rules and procedures of the position (4) performance expectations (5) acclamation to personal needs (6) orientation to the role of the personnel office, and (7) social contact.