Abstract
The purposes of this study were to determine: (a) whether beginning teacher support programs that include a formative assessment component (e.g. Beginning Teacher Support and Assessment (BTSA)) are more effective in retaining teachers in the profession than teacher induction and support programs that do not provide a formative assessment process; and (b) which types of support and formative assessment processes are related to greater feelings of support, higher levels of job satisfaction among new teachers, and higher levels of teacher retention. The researcher used descriptive research. The population consisted of six school districts in California participating in the BTSA program and five school districts not participating in BTSA. Data regarding beginning teachers' perception of formative assessment and new teacher support programs were obtained through the use of a questionnaire developed for use in this study. The study found (1) Job retention, job satisfaction, and feelings of job support were positively related to both the number and type of support activities by teachers. (2) Use of three or more assessment procedures resulted in significantly higher job satisfaction and greater feeling of support. (3) Generally, demographic characteristics did not affect teachers' job retention, job satisfaction, or feeling of job support. Based on the findings of the study, the following general conclusions can be drawn: Increased numbers of types of support and assessment results in increased job satisfaction, retention, and feelings of support. Job-embedded support positively affects job satisfaction, likelihood to stay in the profession, and feelings of support. Portfolios and interviews with mentors are effective assessment instruments to increase teachers' job satisfaction. Increased use of observation instruments as assessment tools have a negative effect on teachers' decision to stay in the profession. Assessment has less effect on satisfaction, retention, and feeling of support than the types and amount of support provided. BTSA participants were more likely to stay in the profession and had greater feelings of support. The recommendations are: (1) Utilize job-embedded support in new teacher support programs. (2) Incorporate many types of support and assessment into new teacher support programs. (3) Include portfolios and interviews with mentors as assessment devices. (4) Reassess the use and type of observation instruments as an assessment tool. (5) Continue and expand BTSA programs and/or programs that contain more assessment tools such as BTSA instruments.