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- W2080368411 abstract "THE EFFECTIVE induction of teachers with I varying background and training into school situa tions which likewise differ widely has long been a concern of administrators and boards of education. This problem has become more acute in recent years due to teacher turnover, drop-outs, and shortages caused by the increasing size of schools. The administrator must present and interpret poli cies and procedures to the new teacher and then as| sist him in adjusting to them. His goal is the dej velopment of efficient, confident, happy teachers | who will not only become more effective but who will wish to remain on the faculty. A strong orien tation program can lead to this goal. j A survey of literature shows that there is a need j for better orientation. Eye, in The New Teacher Comes to School (1), lists the many ad j us tments which the new teacher is expected to make. While | many administrators plan orientation programs in an attempt to make this adjustment easier, a study in California by Dutton (2) and one in Indiana p o lis by Tower (3) seem to indicate that orientation pro grams now in practice do not always meet the needs of beginning teachers. The various problem areas identified most frequently by research can be organ ized into these broad categories: discipline, organ ization, philosophy, and personality. No report has been found of attempts to anticipate problems which the individual beginner is most likely to encounter. Rather research findings have been used in evaluat ing present procedures and in planning for a more effective program but still on a mass basis with no emphasis on individualization." @default.
- W2080368411 created "2016-06-24" @default.
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- W2080368411 date "1960-09-01" @default.
- W2080368411 modified "2023-09-26" @default.
- W2080368411 title "Determining Individual Needs of Elementary Teachers as A Basis for an Orientation Program" @default.
- W2080368411 cites W580931042 @default.
- W2080368411 doi "https://doi.org/10.1080/00220671.1960.10882673" @default.
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