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Abstract
ABSTRACT An induction program is the first, and for some, the most crucial step for a teacher’s professional career and the bridge between their academic knowledge, skills, and the school reality. An increasing number of induction programs for teachers are delivered online to reach a broader audience and address existing challenges, such as geographical distance. Considering the importance of success of these programs for teachers’ preparedness for the profession, job satisfaction, and retention, this study investigated the levels of satisfaction of novice teachers who received an online asynchronous induction program in Greece. Previous evidence suggests that participants’ satisfaction is linked with the effectiveness of an induction program. An online survey was conducted to investigate the perceptions of novice foreign language teachers’ satisfaction and effectiveness of an online asynchronous induction program designed to prepare them for teaching English as a foreign language in preschool education. Results demonstrated that novice English language teachers’ satisfaction is mainly affected by the content, structure, and collaborative elements of the program and not by its mode of delivery.
Published Version
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