Abstract
Purpose. The purpose of this study was to examine the relationship between various aspects of a new teacher induction program and new teacher satisfaction with their present assignment, satisfaction with teaching as a career choice, and perceived effectiveness as teachers. Methodology. A survey specifically designed for this study was used to gather information from beginning teachers in Riverside County. Altogether there were 136 new teachers who participated with a return rate of 79 percent. Findings. There was a correlation between total content addressed and perceived effectiveness in implementing the content for K-5 and K-2 grade-level respondents, and a correlation between the degree to which the content was addressed in the induction program and perceived satisfaction with current teaching assignment, and satisfaction with teaching as a career choice for K-5, K-2, and 2/3-5, as well as for first-year and second-year inductees. There was a correlation between perceived effectiveness and satisfaction with the present teaching assignment for K-5, K-2, and for second-year inductees, between perceived effectiveness and satisfaction with teaching as a career choice for all subgroups, K-5, K-2, 2/3-5, and first- and second year inductees. New teachers who received presentations from on-site personnel rather than from district office personnel, university personnel, and outside consultants showed higher perceived effectiveness and greater satisfaction with their current teaching assignment. Conclusions. (1) Content when addressed to a high degree is associated with satisfaction with the current teaching assignment and with teaching as a career choice. (2) The degree to which content is addressed and satisfaction are highly correlated for all subgroups. (3) Proximity of personnel tends to be associated with satisfaction with current assignment. And, (4) delivery modes tend not to be associated with satisfaction or effectiveness. Recommendations. (1) All beginning teachers need a planned induction program. (2) The content areas of subject matter/curriculum and learning environment, although cited as needs by beginning teachers, are not associated with satisfaction and effectiveness when addressed to a high degree in induction programs. A means for addressing these two areas must be created. (3) The assistance and support of trained experienced teachers needs to be made available to all beginning teachers.