Beginning Teacher Induction Programs.

The literature on first-year teachers identifies the difficulties of this transition period and supports the need for first-year teacher-induction programs. Little attention, however, has been paid to the principal's role in the induction of beginning teachers. This paper presents findings of a study that examined the perceptions of principals and beginning teachers regarding the problems, role expectations, and assistance that pertain to the first year of teaching. Data were derived from a survey of 75 Nebraska elementary and secondary teachers who were beginning their second year of teaching in both public and nonpublic schools. The response rate was 65 percent (n=49). An additional nine teachers were interviewed. A survey of 75 Nebraska principals from elementary and high schools and from public and nonpublic schools elicited a 75 percent response rate (n=56). Beginning teachers reported that their principals' interaction and guidance were important to them. Both groups ranked classroom management and discipline as the number-one problem. Teachers reported the need for a year-long induction program that included mentoring. Ninety-four percent of the principals said that they assigned mentors; however, much variance existed in the selection, assignment, and training of mentors. It is suggested that orientation programs be tailored to the school context and teachers' unique needs. (Contains 23 references.) (LMI) *.*x:.:,:.:r::******* ** Reproductions supplied by EDRS are the best that can be made from the original document. * ***********************************************************************