AN ANALYSIS OF EARLY CAREER PRINCIPALS' EXPERIENCE WITH INDUCTION PROGRAMS AND JOB SATISFACTION.

Abstract

In recent years there has been a greater emphasis on support, guidance and orientation programs for early career teachers, referred to as induction programs. Though on a smaller scale, similar induction programs have been implemented for early career principals as well. This study provides information on whether such programs have a positive impact on the satisfaction levels of early career principals. The emphasis is placed on mentoring programs but also features several types of induction components including university programs, collaboration, research projects, networking and attendance/presentations at workshops and conferences. The data used in the analysis are from the nationally representative 2003-2004 Schools and Staffing Survey, conducted by the National Center for Education Statistics. Findings show a high correlation between satisfaction levels of early career principals and the poverty levels and urbanicity (urban, suburban or rural) of school districts. More specifically, the study finds that principals in high poverty schools are more likely to be satisfied with their jobs if they took part in specific components of induction programs, namely participating in a network of principals and/or provided a mentor. Considering the high attrition rate of principals in the United States, this research is significant in identifying possible relationships in job satisfaction and induction programs. Recent literature provided by the Kansas State Department of Education estimated that nearly 50% of the current principals in Kansas will be eligible for retirement within the next 5 years.