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Abstract
This mixed-methods study analyzes the induction programs for alternate route beginning teachers in low socioeconomic, urban schools. The researcher surveyed 53 teachers at the end of their first year and conducted six in-depth follow-up interviews. The study found that half the teachers did not receive an induction program congruent with state guidelines. Further analysis showed that having an inconsistently implemented program had more negative effects than having no program at all for survey respondents and had no effect for those interviewed. The study found that teachers want mentors who respond quickly, care about their success, are flexible, and engender trust. Almost half of survey respondents and all of the interviewed teachers reported that their induction program had no effect on their decision to continue teaching. Finally, the data suggest that teachers may be staying in teaching even if they are unhappy with their jobs and the profession.
Keywords induction, mentoring, alternate route, beginning teachers, teacher retention
References
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