Informing expectations for induction: Explorations of attrition among supported beginning secondary science teachers in the United States

Abstract

The problem of teacher shortages in many industrialized countries has been the catalyst for the provision of induction programs. The guiding purpose for these programs is to ease the transition from novice to professional and in turn encourage teachers to remain in the profession. This article explores the status of one science-focused induction program in the United States, with particular attention to the expectation that induction programs can help retain beginning teachers. The authors present the context for US induction programs and describe their development. They then examine the cases of eight beginning secondary science teachers who participated in the program but nevertheless chose to leave teaching. Findings indicate that teachers left because they were either out of place in the profession, or they had lost patience with their working conditions. The study broadens our understanding of reasonable expectations for induction programs and, through content analysis and cross-case comparison, examines the needs of the beginning teachers for whom these induction programs are designed. © 2002 by Taylor nad Francis Group, LLC.