Induction Programs in Independent Schools: A Qualitative Study on New Faculty Members' Experiences
The purpose of this qualitative study was to explore the experiences of newly-hired faculty members in the induction programs provided by four independent schools in the greater Washington, D.C. area and examine how each induction program influenced faculty job satisfaction. Data came from six admin...
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| Veröffentlicht in: | Education leadership review 2019, Vol.7, p.1 |
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| creator | Segraves, Jamie N Reid, David B |
| description | The purpose of this qualitative study was to explore the experiences of newly-hired faculty members in the induction programs provided by four independent schools in the greater Washington, D.C. area and examine how each induction program influenced faculty job satisfaction. Data came from six administrators and 17 faculty members and were collected during the 2017-2018 academic year. Through the use of document review and semi-structured interviews, similarities across schools and individual participants emerged. The findings showed that a positive school culture and opportunities to build relationships with colleagues influenced the faculty members' overall professional satisfaction. |
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The findings showed that a positive school culture and opportunities to build relationships with colleagues influenced the faculty members' overall professional satisfaction.</description><subject>Administrator Attitudes</subject><subject>Beginning Teacher Induction</subject><subject>Boarding Schools</subject><subject>Collegiality</subject><subject>Day Schools</subject><subject>Elementary School Teachers</subject><subject>Faculty Mobility</subject><subject>Job Satisfaction</subject><subject>Mentors</subject><subject>Private Schools</subject><subject>School Culture</subject><subject>Secondary School Teachers</subject><subject>Teacher Attitudes</subject><subject>Teacher Persistence</subject><subject>Urban Areas</subject><issn>1532-0723</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2019</creationdate><recordtype>article</recordtype><sourceid>GA5</sourceid><recordid>eNqFTs0KgkAY3ENBUj5C8N06CeYqabcIpYKisLus61dt6Cq7a-Xbt4fuzWEG5gdmRJxlRAPPXwV0Qlytn75FHIfLgDqk3Muq50a0Es6qvSvWaBASrIsdWpIGcv5o21qvYQOXntXCMCNeCLnpqwHs7oRvyBjvazPAEZsSlV5A-ulQCZQc9YyMb6zW6P50SuZZet3uPFvgRadEw9RQpAf7JwmTiP7Lv_ubQIQ</recordid><startdate>2019</startdate><enddate>2019</enddate><creator>Segraves, Jamie N</creator><creator>Reid, David B</creator><general>International Council of Professors of Educational Leadership</general><scope>ERI</scope><scope>GA5</scope></search><sort><creationdate>2019</creationdate><title>Induction Programs in Independent Schools: A Qualitative Study on New Faculty Members' Experiences</title><author>Segraves, Jamie N ; Reid, David B</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-eric_primary_EJ12394953</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2019</creationdate><topic>Administrator Attitudes</topic><topic>Beginning Teacher Induction</topic><topic>Boarding Schools</topic><topic>Collegiality</topic><topic>Day Schools</topic><topic>Elementary School Teachers</topic><topic>Faculty Mobility</topic><topic>Job Satisfaction</topic><topic>Mentors</topic><topic>Private Schools</topic><topic>School Culture</topic><topic>Secondary School Teachers</topic><topic>Teacher Attitudes</topic><topic>Teacher Persistence</topic><topic>Urban Areas</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Segraves, Jamie N</creatorcontrib><creatorcontrib>Reid, David B</creatorcontrib><collection>ERIC</collection><collection>ERIC - Full Text Only (Discovery)</collection><jtitle>Education leadership review</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext_linktorsrc</fulltext></delivery><addata><au>Segraves, Jamie N</au><au>Reid, David B</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1239495</ericid><atitle>Induction Programs in Independent Schools: A Qualitative Study on New Faculty Members' Experiences</atitle><jtitle>Education leadership review</jtitle><date>2019</date><risdate>2019</risdate><volume>7</volume><spage>1</spage><pages>1-</pages><issn>1532-0723</issn><abstract>The purpose of this qualitative study was to explore the experiences of newly-hired faculty members in the induction programs provided by four independent schools in the greater Washington, D.C. area and examine how each induction program influenced faculty job satisfaction. 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| identifier | ISSN: 1532-0723 |
| ispartof | Education leadership review, 2019, Vol.7, p.1 |
| issn | 1532-0723 |
| language | eng |
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| source | ERIC - Full Text Only (Discovery) |
| subjects | Administrator Attitudes Beginning Teacher Induction Boarding Schools Collegiality Day Schools Elementary School Teachers Faculty Mobility Job Satisfaction Mentors Private Schools School Culture Secondary School Teachers Teacher Attitudes Teacher Persistence Urban Areas |
| title | Induction Programs in Independent Schools: A Qualitative Study on New Faculty Members' Experiences |
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