Date of Award


Document Type


Degree Name

Doctor of Education



First Advisor

Dr. Shelly Fransen

Second Advisor

Dr. Sherry DeVore

Third Advisor

Dr. Danny Humble


As rates of teacher attrition continue to increase across the United States, school districts are trying to determine effective methods of retaining quality teachers for their classrooms (Ingersoll, 2012). Comprehensive teacher induction programs have shown to decrease rates of teacher attrition when implemented over a multiple-year span (Goldrick, 2016). This has created the need for school districts to determine if the costs associated with the implementation of comprehensive teacher induction programs are worthwhile investments. This study involved an examination of the perceptions of Missouri superintendents and/or human resources designees and secondary school principals regarding the benefits of comprehensive teacher induction programs and the role played by secondary school principals in those programs. Interview responses were collected and analyzed using coding methods to identify common phrases, key words, and themes. The findings of this study revealed the administrators believe teacher induction programs are beneficial in terms of reducing teacher attrition and establishing a collaborative culture for school districts. Furthermore, the administrators agreed secondary school principals have assumed a greater role in teacher induction than in years past. Although research exists defining comprehensive teacher induction and the most effective components of such programs, there still exists a discrepancy among school districts as to how new teachers are supported. School superintendents, school boards, and state policymakers should be prepared to evaluate the teacher induction programs across the state to determine the breadth of this disparity and to make attempts to narrow these discrepancies as a way to provide high quality instruction in all school districts.


Copyright 2016

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