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dc.contributor.advisorMahlios, Marc
dc.contributor.authorAnderson, Gretchen Boswell
dc.date.accessioned2010-10-03T14:03:49Z
dc.date.available2010-10-03T14:03:49Z
dc.date.issued2010-07-13
dc.date.submitted2010
dc.identifier.otherhttp://dissertations.umi.com/ku:10781
dc.identifier.urihttp://hdl.handle.net/1808/6774
dc.description.abstractResearch indicates a need, across the nation, for school districts to employ and retain high-quality teachers who effectively teach students. Currently, studies show the teacher turnover rate is on the rise, and more teachers tend to leave the profession early during their tenure than most other professions. In the next decade, experts project a great teacher shortage, which could pose a negative impact on the educational system. The purpose of this study was to examine current approaches used by states in efforts to counteract teacher shortages through programs such as mentoring assignments and induction program participation. Additionally, the rate at which new teachers participated in new teacher programs was analyzed. The study assessed the relationships between job satisfaction and participation in induction programs, as well as mentorship assignments. It was anticipated that examination of the above factors would provide states and school districts across the country with insightful information that could help counteract high teacher turnover rates and possible teacher shortages in the future. This study utilized data from the 2003-2004 Schools and Staffing Survey (SASS) of the National Center for Education Statistics. In this current study, 5,802 teachers in their first, second, or third year of teaching were identified and several variables were analyzed to explore their job satisfaction in relation to assignment of mentor teacher and induction program participation. Results revealed a relationship between job satisfaction of new teachers and assignment of mentor teacher and induction program participation.
dc.format.extent93 pages
dc.language.isoEN
dc.publisherUniversity of Kansas
dc.rightsThis item is protected by copyright and unless otherwise specified the copyright of this thesis/dissertation is held by the author.
dc.subjectEducation
dc.subjectAdministration
dc.subjectEducation policy
dc.subjectTeacher training
dc.subjectInduction program
dc.subjectJob satisfaction
dc.subjectMentor assignment
dc.subjectNew teachers
dc.subjectRetention
dc.titleTHE EFFECT OF PARTICIPATION IN TEACHER INDUCTION AND MENTOR PROGRAMS AND THE ASSIGNMENT OF MENTOR TEACHER ON THE SATISFACTION AND RETENTION OF NEW TEACHERS
dc.typeDissertation
dc.contributor.cmtememberBaker, Bruce
dc.contributor.cmtememberEbmeier, Howard
dc.contributor.cmtememberLichtenberg, Jim
dc.contributor.cmtememberMcKnight, Phil
dc.thesis.degreeDisciplineEducational Leadership and Policy Studies
dc.thesis.degreeLevelPh.D.
kusw.oastatusna
kusw.oapolicyThis item does not meet KU Open Access policy criteria.
dc.rights.accessrightsopenAccess


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