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- All Subjects: Teacher orientation
- Creators: Wetzel, Keith
Description
This mixed methods action research study explores the impact of a multilevel intervention on retention indicators of special education induction teachers and the leadership capacities of the special education induction coaches and coordinator. The purpose of this investigation was to understand the impact of developing and implementing an action research study on three different levels of participants the special education induction coaches, teachers and me. A theoretical framework based upon Bandura's (1977, 1982) work in Social Learning Theory, and in self and collective efficacy informs this study. The conceptual framework developed based upon the tenets of Authentic Leadership Theory and special education mentor programs inform the development of the intervention and data collection tools. Quantitative data included results collected from the Psychological Capital Questionnaire (PCQ), Authentic Leadership Questionnaire (ALQ), and the Special Education Induction Teacher Questionnaire (SEITQ). The qualitative data included results collected from the SEITQ open-ended questions, Email Reflective Response (ERR), organic and structured focus groups, fieldnotes, and the Teachers' Final Letter. Findings include: a) I changed as a leader and a researcher, b) the special education induction coaches began to think and act as leaders, c) the special education induction teachers' retention indicators increased, d) by actively participating in the co-construction of the special education induction program, both the coaches and the teacher provided valuable insights as pertains to developing a program that supports special education induction teachers. Implications and next steps are discussed.
ContributorsImel, Breck (Author) / Wetzel, Keith (Thesis advisor) / Ewbank, Ann (Thesis advisor) / Davidson, Carter (Committee member) / Arizona State University (Publisher)
Created2012
Description
The pathway for entering the K-12 classroom as a teacher varies compared to what was once the traditional model of teacher preparation. In this mixed-methods action research study, I explore supporting first year alternatively certified urban and rural intern teachers through a multicomponent distance induction program. The induction model in this study was based on the theoretical framework of Bandura's social learning theory and Wenger's communities of practice. The purpose of this study was to identify the extent in which a multicomponent distance learning induction program impacts first year intern teachers' sense of self-efficacy, understand their successes, their challenges, and to identify how intern teacher evaluations change. Quantitative data included results from a self-efficacy survey and the Student Teaching Assessment Instrument (STAI). Qualitative data was collected through intern teachers' blogs, cadre leader video narratives, and cadre leader STAI narrative responses. Six themes emerged including topics such as building relationships with other education professionals, receiving feedback from the cadre leader, identifying struggles and application of college coursework into the K-12 classroom. Key findings reveal interns are least efficacious in student engagement, relationships with other educators support an intern teacher emotionally and pedagogically, intern teachers struggle with work-life balance, and cadre leaders observed intern teachers as having improved their skills in student engagement, instructional practices, and classroom management. Implications to practice include a structured approach to introducing student engagement, creating a best practices library of video examples, and a pre-orientation (Super Saturday) of topics prior to stepping into the classroom with students.
ContributorsGresko, Jennifer A (Author) / Wetzel, Keith (Thesis advisor) / Ewbank, Ann (Thesis advisor) / Catalano, Ruth (Committee member) / Arizona State University (Publisher)
Created2013