Abstract
The purpose of this study was to identify challenges faced by induction-year teachers in Texas. The target population for the study was induction teachers in Texas during the 2005-2006 school year (N = 98). A census was conducted and 73 teachers responded resulting in a 77% response rate. Data were collected using an electronic questionnaire administered over the Internet. The questionnaire contained three parts. Part one sought to determine teachers’ perceived level of importance of 44 teaching competencies representing five effective teaching competency categories. Part two of the instrument sought to determine the teachers’ perceived level of preparation on the same competencies and categories. The final section of the instrument sought to describe demographic characteristics of participants. Mean weighted discrepancy scores were calculated to determine the teaching competencies that are most challenging. Correlations were conducted to determine the relationships between the summated weighted discrepancy score and selected personal characteristics.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
