A study of the differences in the self-reported induction needs of novice and system-new experienced elementary teachers and the teacher-preferred induction strategies to meet the reported needs

The purpose of this study was to determine the differences, if any, in the self-reported induction needs of novice elementary teachers and system-new experienced elementary teachers, and to identify teacher-preferred induction strategies to meet any reported need differences between the two groups. A questionnaire, the Teacher Induction Questionnaire, was distributed to novice elementary teachers (N = 117) and system-new experienced elementary teachers (N = 79). A response rate of 77% was obtained. Significant differences were found between the two groups of teachers in their perceived needs and preferences for induction strategies. Novice teachers showed greater needs than did the system-new experienced teachers in the categories of: "management," "instruction," and "relationships with parents." Similar needs for the two groups were reported in the categories of "information" and "evaluation.". Significant differences were reported in the strategy preferences of the two groups of teachers. Novices showed a greater preference than did system-new experienced teachers for the strategies of "one-on-one colleague assistance" and "support group." System-new experienced teachers indicated a greater preference than did the novices for the strategies of "informal communication" and "meetings.". From the data it was concluded that: (1) the induction needs of novice elementary teachers are different from those teachers who are experienced but new to the school district; and (2) the teacher-preferred strategies to meet the induction needs differ for the two groups of teachers. Novice teachers prefer a structured, individualized, site-based form of assistance involving a veteran teacher assuming the role of a mentor, whereas system-new experienced teachers prefer less structured assistance and the use of informal communication channels, allowing the system-new teachers to assume more of the initiative and control. Both groups of teachers prefer support that involves collegial interchange and that is site-based.