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dc.contributor.advisorMessner, Phillip E. (Phillip Eugene), 1941-eng
dc.contributor.authorHarwood, Peggy A.eng
dc.date.issued2013eng
dc.date.submitted2013 Summereng
dc.descriptionTitle from PDF of title page (University of Missouri--Columbia, viewed on November 11, 2013).eng
dc.description.abstractThe study is based on two designs. The first design is the development of the Principal Induction Practices (PPIP) survey to gain information from Missouri public high school principals about their perceptions of specific induction practices implemented with newly hired teachers. The second design is a factorial non-experimental quantitative study to assess newly hired teacher induction to school culture. This study was initiated because a lack of information exists of induction practices implemented by principals for newly hired teachers. With high costs of teacher turnover in schools, this study looks at teacher induction through the practices of the supervising administrator. It is based on Kosek’s (2006) case study of a school’s induction practices and Glenn’s (2007) Teacher Perceptions of School Culture (TPSC) survey. The TPSC survey was examined to develop the online self-reporting PPIP survey which was sent to 361 Missouri public high school principals. A small sample size was used in data analysis. The PPIP was reduced to 26 items. The PPIP field study showed overall perceptions did not vary because of gender, school size, years of experience, or teacher certification type. State education entities, universities, leadership academies and principal organizations can use the PPIP to inform them of areas needing change in the induction practices being implemented to help newly hired teachers transition to school culture.eng
dc.format.extentix, 121 pageseng
dc.identifier.oclc871337286eng
dc.identifier.urihttp://hdl.handle.net/10355/40061
dc.languageEnglisheng
dc.publisherUniversity of Missouri--Columbiaeng
dc.relation.ispartofcollectionUniversity of Missouri--Columbia. Graduate School. Theses and Dissertations. Dissertations.eng
dc.titleDetermining reliability and validity of the "Principal perceptions of induction practices" survey assessing newly hired teacher induction to school cultureeng
dc.typeThesiseng
thesis.degree.disciplineEducational leadership and policy analysis (MU)eng
thesis.degree.grantorUniversity of Missouri--Columbiaeng
thesis.degree.levelDoctoraleng
thesis.degree.nameEd. D.eng


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