Associations between the helpfulness of teacher induction programs, teacher self-efficacy, and anticipated first-year teacher retention

Abstract

First-year teachers need help because they are confronted with various challenges and are more likely to leave the profession within a few years. Studies have demonstrated the efficacy of evidence-based teacher induction programs (TIPs) in enhancing the performance of new teachers and promoting positive student outcomes. However, there has been opposition to this assertion, with some suggesting alternative explanations for the observed effects. This study applied Horn et al's high-quality TIP model as the theoretical framework and employed a non-experimental, correlational design to address the research questions by collecting data from 408 first-year primary school teachers in Shanghai. Correlations and multiple regressions were examined in the study. The results revealed the following: (1) the perceptions of the helpfulness of TIP were not found to correlate significantly with teacher self-efficacy; (2) there was a limited negative correlation (r = −0.142, p < 0.01) between self-efficacy and anticipated retention, suggesting that higher self-efficacy scores were associated with low anticipated retention, contrary to the study's hypothesis; (3) anticipated retention was found to be significantly affected by gender, major, and ratings of TIP. Anticipated retention was found to be significantly affected by gender, major, and ratings of TIP helpfulness. The results, implications, and recommendations are discussed further in the study.

Induction Programs’ Effectiveness in Boosting New Teachers’ Instruction and Student Achievement: A Critical Review

“…The aim behind these programs is for teachers to be fully prepared for the field by not only learning concepts, but also by practising them in a supportive environment. Thus, one of the most important things that demonstrate teachers' readiness for teaching and practising the profession is that they have the ability to manage tension and self-efficacy in the areas of student participation, classroom management, and education provision at a good level in addition to the fact that support by induction programs enhances the professional identity of new teachers, which makes them more committed and to act in performing their job (Han, 2023). However, many researchers' document that even after taking preservice educational programs, a large number of teachers enter the classroom without having a proficient understanding of the subject matter, particularly in mathematics (Ball & Bass, 2000;Usiskin, 2001).…”

“…Many recent studies have indicated the most important effects of preparing and teacher induction through his participation in IPs during the first years of practising the teaching profession (See et al, 2020& Han, 2023. Among the most important effects that have been referred to is increasing the self-efficacy of teachers by determining the efficiency of teaching and planning, and thus retaining teachers and not dropping them out of the teaching profession in the first years, as well as helping teachers to provide a good level of education for their students (Han, 2023). Moreover, when teachers, especially beginners, get support in their professional lives, this leads to developing their level of performance, gaining confidence, and the ability to manage the class and make students participate in the learning process and perform tasks.…”

“…Over the past years, researchers have pointed out in their studies related to the field of education the challenges and problems faced by new teachers during their practice teaching (Han, 2023;Wu, 2018;Ren, 2016). Also, there was no interest in induction programs that support and guide new teachers.…”

“…Also, there was no interest in induction programs that support and guide new teachers. Moreover, in recent years, the issue of supporting and guiding novice teachers has become a problem that many countries suffer from, due to the lack of teachers (Han, 2023). In addition, many recent studies have found that the most important challenges teachers face during the early years of practising the profession are a lack of self-efficacy, defining thereby a teaching identity, managing work-related stress and requirements, meeting performance expectations, enduring and dealing with heavy teaching loads and intense competition, and navigating relationships with students, colleagues, parents, and administrators (Han, 2023;Headden, 2014;Atteberry et al, 2015;Ren, 2016;Wu, 2018).…”

“…Teachers' induction programs (TIPs) represent bridges through which new teachers move into the process of teaching students, as the main aim of these programs was to provide teachers in the early years with support and guidance from experienced teachers in the field of teaching, in order to enhance the quality of teachers' teaching and cooperation in the classroom, and thus to retain new teachers who are able to manage their classes effectively; and this is reflected in the quality of students' achievement (Han, 2023;Porter & Thompson, 2022).…”