New Beginnings: The Influence of New Teacher Induction Programs on Alternatively Certified Teachers in Texas Public Schools

Abstract

This study investigates alternatively certified, first and second year teachers within a region in Texas and will present focus group findings and survey results on how new teacher induction programs could influence the thoughts and perceptions of alternatively certified teachers during their first years of teaching. This study seeks to understand new teacher induction programs that take place in the respective school districts and then explain the importance of a quality new teacher induction program for alternatively certified teachers. Findings from the focus groups and surveys will identify the aspects of the new teacher induction programs that new teachers felt were most important, followed by feedback and suggestions on how to improve new teacher induction programs moving forward. Data were analyzed using qualitative inductive analysis. The results will give administration insight on different practices to support alternatively certified, new teachers when they enter into the education profession through a new teacher induction program and recommendations for further study on induction programs.