The Cultivation of Novice Teachers: How Administrators Design, Support, and Evaluate Induction Programs in Rural Schools

Novice teacher induction studies often focus on the novice teachers’ perceptions of the program, but this investigation is designed to focus on the administrators’ perceptions and role in novice teacher induction programs within K-12 public, rural school districts. This qualitative bounded case study of administrators from 59 school districts in Northwest Missouri identified as rural and were situated in a town with populations of 2,500 or less [1] includes the findings from surveys, interviews, and a document analysis. The lived experiences and perceptions collected in this investigation shed light towards understanding the administrators’ role in the design, support, and evaluation of novice teacher induction programs and revealed roles central to two functions: Formal and informal. The findings of this study attempt to fill a gap in the current literature surrounding the administrator’s role and provide useful insight for practitioners who participate in the design, support, and evaluation of induction practices in their districts.

Keywords:Novice teacher induction; Mentoring; Administrators; Educational leadership; Rural education; School culture

Abbreviations: Association for Career and Technical Education (ACTE); Career and Technical Education (CTE); Missouri Department of Elementary and Secondary Education (DESE); Northwest Regional Professional Development Center (NWRPDC)