A study of the perceptions of Orange County, Florida first-year elementary teachers regarding the effectiveness of selected induction activities and the main sources of assistance for first-year teachers

This study investigated the perceptions of elementary beginning teachers as to the importance of selected teacher induction activities and their main sources of assistance during their first year of teaching. Perceptions of the importance of induction activities were also examined to determine whether importance ratings differed based on gender, ethnicity, age, and their intent to return to teaching. The main sources of assistance provided to beginning teachers during their first year in the teaching profession were also identified.; In March 2000, the Beginning Teachers' Survey, a 31-item instrument, was used to gather data in each of four categories: Curriculum, Students, Parents and Staff. All 416 of the first year elementary teachers in the Orange County Public School District in Florida, who were completing their first year of teaching during the 1999–2000 school year, were asked to participate in the study.; The findings indicated that elementary beginning teachers perceived 27 of 31 induction activities as important. No activities were rated as less than somewhat important. Of the top 10 activities, as ranked by mean scores, 3 were in the category of Curriculum, 3 were in the category of Students, 2 were in the category of Parents and 2 were in the area of Staff.; It was concluded that all ethnic groups viewed induction activities related to all four categories to be important. Further, it was found that African-American respondents viewed induction activities in the categories of Curriculum, Students and Parents as more important than did Caucasian respondents. Results indicated that Hispanic respondents viewed induction activities related to Students as more important than did Caucasian respondents. In addition, findings indicated that the importance of induction activities did not differ based on gender, age or intent to return to teaching.; It was also determined that, despite induction programs and concerted efforts at both building and district levels, beginning teachers felt they were not consistently provided assistance in important induction activities during their first year of teaching. Beginning teachers did not view principals, district staff or university staff as integral contributors to their induction into the profession.