Evaluating teacher induction programs: a systematic review
DOI:
https://doi.org/10.56294/dm2024.640Keywords:
teacher induction, qualitative instrument, educational validation, educational managementAbstract
Introduction: Teacher induction programs ensure novice teachers transition smoothly into their roles, fostering confidence, organizational culture, and professional identity. These programs enhance teacher satisfaction, retention, and productivity, benefiting educators and institutions. Despite their importance, the evaluation of induction programs often lacks generalizability, with existing studies constrained by local policies, specific methodologies, or limited scopes. Objective: The purpose of this study was to systematically review and analyze existing teacher induction program evaluation instruments to identify their applicability, limitations, and gaps. Method: A systematic review was conducted in July 2021 following PRISMA guidelines, with searches performed in the Web of Science (WoS) and Scopus databases. Keywords such as “induction program,” “program evaluation,” and “programme assessment” were used with Boolean operators to ensure a comprehensive search. Inclusion criteria required articles to evaluate induction programs and be published in English or Spanish. Out of 22 initially identified publications, six met the eligibility criteria. Results: The selected studies showcased diverse methodologies, including quantitative, qualitative, and mixed approaches. However, most were limited by contextual specificity, focusing on local policies or isolated variables like online learning communities or immersive programs. Conclusions: The E-Tip was the only instrument demonstrating generalizability in teacher induction program evaluation. However, it assesses the presence of quality criteria without evaluating their degree of implementation. The review highlights the need for a robust, qualitative tool to complement existing quantitative measures, which would provide a comprehensive framework for assessing the effectiveness of teacher induction programs across diverse educational settings.
References
1. Mobley W. Employee Turnover, Causes, Consequences, and Control. 1st ed. Addison-Wesley, editor. 1982.
2. Hom P, Allen D, Griffeth R. Employee Retention and Turnover [Internet]. 1st ed. Taylor & Francis Group, editor. New York: Routledge; 2020 [cited 2021 Jul 1]. Available from: https://www.taylorfrancis.com/books/mono/10.4324/9781315145587/employee-retention-turnover-peter-hom-david-allen-rodger-griffeth
3. Bretones F, Gonzalez J. Absentismo y rotación laboral. Madrid: Pirámide; 2009.
4. Bretones FD, González JM. Absentismo y rotación laboral. Psicología del Trabajo. 2009;(January 2009):91–113.
5. Pazyura N. Progressive ideas in updating teacher trainning in developed countries. Proceedings of the National Aviation University [Internet]. 2015;2(63):120–3. Available from: http://www.nau.edu.ua
6. Leu E. The Role of Teachers, Schools, and Communities in Quality Education: A Review of the Literature. 1st ed. Academy for Educational Development, Incorporated ; 2005.
7. Macgregor E, Hsieh Y, Kruchten P. Cultural Patterns in Software Process Mishaps: Incidents in Global Projects. In: Workshop on Human and Social Factors of Software Engineering. 2005. p. 2–5.
8. The National Institute of Occupational Safety and Health. Stress at Work. 2020 [cited 2020 Oct 13]. Quality of Worklife Questionnaire | NIOSH | CDC. Available from: https://www.cdc.gov/niosh/topics/stress/qwlquest.html#download
9. Bermúdez Restrepo HL. La inducción general en la empresa. Entre un proceso administrativo y un fenómeno sociológico. Universidad & Empresa [Internet]. 2011;(21):117–42. Available from: http://www.redalyc.org/resumen.oa?id=187222420006
10. Fernández De Pelekais C, el Kadi O, Financial K. Happiness as a potential tool of productivity in financial organizations. Revista Global Neotium [Internet]. 2019;2(2):99–112. Available from: https://www.researchgate.net/publication/335541185
11. Rodríguez Mansilla D, Quezada Menares S. Cultura en las Organizaciones del Tercer Sector. Revista Española del tercer Sector. 2007;121–52.
12. Reynoso Castillo C. Notas sobre la Capacitación en México. 2007;5:165–90.
13. Rodríguez D. Diagnóstico Organizacional. 2013.
14. Marcelo García C. Revista Iberoamericana de Educación Número 19 Formación Docente. 1999;1–33.
15. Ruffinelli Vargas A. Ley de desarrollo profesional docente en Chile: de la precarización sistematica a los logros, avances y desafíos pendientes para la profesionalización. Estudios Pedagógicos [Internet]. 2016 [cited 2020 Oct 4];XLII(4):261–79. Available from: https://scielo.conicyt.cl/scielo.php?script=sci_abstract&pid=S0718-07052016000500015&lng=es&nrm=i
16. Yeomans MM, Martínez-Líbano J. Validity of the Evaluation of Teacher Induction Programs (E-Tip). 2020; Available from: https://www.researchgate.net/publication/351823492
17. Jáspez JF, Sánchez-Moreno M. Induction to teaching profession: Problems of beginner teachers in the dominican republic. Educ Policy Anal Arch. 2019;27:1–27.
18. Ministerio de Educación de Chile. Mentorías para profesores principiantes [Internet]. 2021 [cited 2021 Jun 20]. Available from: https://ayudamineduc.cl/print/8822139
19. Ministerio de Educación de Chile. Induccion a docentes y asistentes en medidas de cuidado y protección. 2020.
20. González Brito AI, Araneda Garcés N, Hernández González J, Lorca Tapia J. INDUCCION PROFESIONAL DOCENTE. Estudios pedagógicos (Valdivia). 2005;31(1).
21. Ministerio de Educación de Chile. Proceso de inducción a la cultura escolar. 2019.
22. Ortúzar S, Flores C, Milesi C, Müller M, Ayala P. Diseño de un programa de inducción en Chile para profesores en sus primeros años de ejercicio docente. In: Propuestas para Chile Concurso de Políticas Públicas 2011 [Internet]. 1st ed. Santiago de Chile: Centro de Políticas Públicas UC; 2012. Available from: https://politicaspublicas.uc.cl/wp-content//uploads/2011/12/Libro-2011.pdf
23. Koehler AA, Kim MC. Improving Beginning Teacher Induction Programs through Distance Education. Contemp Educ Technol [Internet]. 2012 [cited 2020 Oct 12];2012(3):212–33. Available from: https://www.cedtech.net/article/improving-beginning-teacher-induction-programs-through-distance-education-6079
24. Tetzlaff J, Page M, Moher D. The PRISMA 2020 Statement: Development of and key changes in an updated guideline for reporting systematic reviews and meta-analyses. Value in Health. 2020 May;23:S312–3.
25. Moher D, Liberati A, Tetzlaff J, Altman DG, Altman D, Antes G, et al. Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement. Vol. 6, PLoS Medicine. 2009.
26. Selcuk AA. A Guide for Systematic Reviews: PRISMA. Turk Arch Otorhinolaryngol [Internet]. 2019 May 10;57(1):57–8. Available from: http://cms.galenos.com.tr/Uploads/Article_43125/tao-57-57-En.pdf
27. Marcelo C, López Ferreira MA. Mentoring beginning teachers. Analysis and results of an induction program. Educ Policy Anal Arch. 2020;28(108):1–28.
28. Britt M, Donahue T, Judge S. A teacher-immersion residency program that prepares highly-effective educators: An innovative model. International Journal of Pedagogy and Curriculum. 2016;23(3):13–24.
29. Fenton-Smith B, Torpey MJ. Orienting EFL teachers: Principles arising from an evaluation of an induction program in a Japanese university. Language Teaching Research. 2013;17(2):228–50.
30. Taranto G. New-Teacher Induction 2.0. Journal of Digital Learning in Teacher Education. 2011;28(1):4–15.
31. Fresko B, Alhija FNA. When intentions and reality clash: Inherent implementation difficulties of an induction program for new teachers. Teach Teach Educ. 2009;25(2):278–84.
32. Ballard K, Laurence P. An induction programme for European general practitioners coming to work in England: Development and evaluation. Education for Primary Care. 2004;15(4):584–95.
33. Kelley LM. Why induction matters. J Teach Educ. 2004;55(5):438–48.
Published
Issue
Section
License
Copyright (c) 2024 María-Mercedes Yeomans-Cabrera, Jonathan Martínez-Líbano (Author)
This work is licensed under a Creative Commons Attribution 4.0 International License.
The article is distributed under the Creative Commons Attribution 4.0 License. Unless otherwise stated, associated published material is distributed under the same licence.
