Supporting New Teachers: A Case Study of an Independent School's Approach to Implementing Induction Programming 133 views

This exploratory case study examined faculty perspectives and beliefs of goal achievement for a new teacher induction program at an all-male independent Catholic school outside Philadelphia, Pennsylvania. As schools continue to face challenges and ramifications associated with teacher attrition, induction programs have been created and implemented to decrease new teacher attrition, promote retention, and effectively and efficiently facilitate the integration of new teachers into the school community (Anthony et al., 2019; Bressman et al., 2018; Ingersoll & Strong, 2011). New teachers have been defined as individuals who are either new to the profession or a contextual setting. Induction programs are valuable to schools to foster organizational socialization, advance professional development, and shape school climate. This study sought to collect data from teachers who have either completed or are in the process of completing their induction program to understand their perspectives and beliefs regarding the completion of the induction program goals. Data were collected through document analysis, a faculty survey, and two focus groups. Findings indicated participants feel programming goals are being realized; however, the induction program can be further supported through implementation consistency and programming enhancements. The findings provided recommendations to support new teachers with comprehensive induction resources and differentiated professional development opportunities.

EDD (Doctor of Education)

induction programs; new teacher induction; independent schools; teacher attrition; professional development

English

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2025-07-29