Effect of a University-Led Induction Program on Self-Efficacy Beliefs of Novice Teachers

• In Event: Research on Teacher Induction

Abstract

This mixed method study examined the effect of a teacher induction program conducted by college of education faculty on the self-efficacy beliefs of a group of alumni novice teachers. Twenty-five novice teachers participated in a program combining group meetings and individual mentoring. The Tschannen-Moran’s Teachers’ Sense of Efficacy Scale (TSES) was administered at the beginning and end of the induction program. A purposive sample was selected for individual follow-up interviews. Results of a paired-samples t-test indicated a significant (p=.028) increase in TSES scores. Themes from the interviews included the importance of strong, supportive relationships with peers and faculty mentors, benefits of a non-evaluative, safe climate, and the value of practical, professional assistance targeted to specific needs.

Authors

• Charlene Martin, Oral Roberts University

• Janet George, Oral Roberts University

• Hallett Hullinger, Oral Roberts University

• Mary Lou Miller, Oral Roberts University