Building Strong Foundations for Kentucky’s Novice Teachers: Empowering Growth and Support Through New Teacher Induction Programs

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Abstract

This study examines the impact of Kentucky's New Teacher Induction program on novice teachers' development and support. Survey data from 143 participants indicates strong agreement on the program's importance, including targeted professional development, mentor support, collaboration, positive mentor-mentee relationships, and quality mentors. The analysis revealed the need for focused professional development in classroom management, leading to adjustments in subsequent program iterations. The findings highlight the significance of mentor-mentee relationships in addressing student behavior and teaching effectiveness. Participants reported high satisfaction and confidence correlated with self-efficacy. However, some expressed lower ratings in connecting support, satisfaction, and confidence with the program, suggesting opportunities for structural enhancements. This research enhances our understanding of effective induction programs for supporting new teachers' professional growth.

Authors

• Erin E. Margarella, Western Kentucky University

• Rebecca Stobaugh, Western Kentucky University

• Pam Jukes, Western Kentucky University