The attitudes of state administrators about state-mandated teacher induction practices

Educational research reports that some state departments of education have developed programs to support novice teachers. The purpose of this doctoral study was to document statewide new teacher induction programs (NTIPs).; A survey was developed based on a thorough review of relevant educational literature. The purpose of the survey was to determine the extent to which states support teacher induction programs, the attitudes of state administrators about the needs of new teachers, and the perceptions of state administrators about induction. A response was obtained from each of the 51 offices of education (all state departments plus the District of Columbia) included in the survey mailing, representing a response rate of 100% of the entire research population.; An analysis was conducted on the survey data. Descriptive statistics were used to describe much of the factual data. The attitudinal portion of the survey was analyzed using factor analysis to determine constructs related to attitudes of administrators toward new teachers and toward NTIPs.; Findings indicate that a majority of state departments are offering some type of assistance to new teachers (70%), but only a third (33.3%) of all states are offering a formal assistance program specifically designed for new teachers. The trend in those states operating NTIPs is to tie participation with certification. These states offer funding to local districts for the programs, with a typical expenditure being {dollar}1225.00 per new teacher. Additionally, states operating NTIPs have established a program goal of support to new teachers. While the majority of states operating NTIPs are not involved in actually conducting the programs, just over two-thirds are involved in monitoring programs. Four factors were identified relating to attitudes about the needs of new teachers. The four constructs are: general assistance needs; specific assistance; evaluation; and novice workload. Three factors were identified relating to attitudes about new teacher induction programs. The three constructs are: benefits and requirements for NTIPs; mentoring; and purposes of NTIPs.