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The role of the principal in new teacher development under the California Beginning Teacher Support & Assessment Program

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The role of the principal in new teacher development under the California Beginning Teacher Support & Assessment Program

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THE ROLE OF THE PRINCIPAL IN NEW TEACHER DEVELOPMENT UNDER
THE CALIFORNIA BEGINNING TEACHER SUPPORT & ASSESSMENT
PROGRAM

by

Denise Marie Pratt

A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION

December 2010

Copyright 2010 Denise Marie Pratt

ii
DEDICATION
This dissertation is dedicated to my greatest God given gifts, my parents,
Daisy and Oscar Pratt. Through them, I learned to love, laugh, and lead. Their
belief in my ability, and unending encouragement fueled my perseverance to
complete this project for which I am forever grateful.

iii
ACKNOWLEDGMENTS
There are many who have helped me along this academic journey for which I
am truly grateful. I cannot express enough appreciation to the members of my
doctoral committee, Dr. Reynaldo Baca, my patient and ever guiding chair, Dr.
Pedro Garcia for his gracious input, and Dr. Linda Fischer for walking with me
every step of the way to completion. I owe a huge debt of gratitude to my family,
friends, new and old, co-workers, and students, who have supported, laughed,
encouraged, prodded, and prayed to assist me in this accomplishment. Thank you.

iv
TABLE OF CONTENTS
DEDICATION ii
ACKNOWLEDGMENTS iii
LIST OF TABLES vi
ABSTRACT vii
CHAPTER ONE: INTRODUCTION 1
Background of the Problem 3
Statement of the Problem 5
Purpose of the Study 12
Research Questions 13
Significance of the Study 14
Limitations 15
Definitions 15
Organization of the Study 16

CHAPTER TWO: REVIEW OF THE LITERATURE 17
Teacher Attrition and Turnover 17
New Teacher Induction - California’s BTSA Program 23
Beginning Teacher Support and Assessment – BTSA 24
Components of a Successful Program 26
Implications for Administrators 30
Organizational Leadership: The Principal’s Leadership Style 32
Theoretical Framework 39
Bolman and Deal’s Reframing Organizations 40
Symbolic Frame 41
Political Frame 43
Human Resource Frame 44
Structural Frame 45
Constructivist Leadership 46
Summary 47

v
CHAPTER THREE: METHODOLOGY 49
Sample and Population 51
Instrumentation 51
Data Collection 52
Data Analysis 53

CHAPTER FOUR: RESULTS 54
Participant Demographics 54
Results: Research Question One 55
Results: Research Question Two 68
Results: Research Question Three 71
Results: Research Question Four 75

CHAPTER FIVE: DISCUSSION OF FINDINGS 80
Findings: Question One 80
Findings: Question Two 83
Findings: Question Three 83
Findings: Question Four 88
Implications for Practice 88
Recommendations for Research 89
Concluding Thoughts 90

REFERENCES 93

APPENDICES
A. SURVEY PROTOCOL 97
B. COVER LETTER 108

vi

LIST OF TABLES
1. Gender in Relationship to Principals’ 56
Leadership Styles and Teaching Style Preference

2. Ethnicity of Survey Respondents in Relationship to Principals’ 57
Leadership Styles and Teaching Style Preference

3. Respondents Years as Administrators in Relationship to Principals’ 58
Leadership Styles and Teaching Style Preference

4. School Enrollment in Relationship to Principals’ 59
Leadership Styles and Teaching Style Preference

5. Beginning Teachers Being Served in Relationship to Principals’ 62
Leadership Styles and Teaching Style Preference

vii
ABSTRACT
There are several types of teacher induction programs that have been in
existence for over the last ten years, such as university and school district in-house
programs that have primarily carried the responsibility of developing new teachers.
The responsibility of these structures in training and developing these beginning
teachers has been insufficient as continued attrition rates demonstrate. Creating an
environment that includes professional development that is focused on meeting the
needs of new teachers is both an operational as well as instructional imperative.
With the Beginning Teacher Support and Assessment (BTSA) program in California,
principals are in a position to develop an on site system that promotes teacher
development.
This study examined the induction process as it supports beginning teachers
within the local school environment. The purpose of the study was to look at the role
of the school administrator in creating an environment that recruits and supports
new teachers, thus reducing teacher attrition. Two hundred sixty seven elementary
school principals within the state of California responded to 3100 surveys emailed.
The study utilized qualitative and quantitative methods to capture information
focusing on perceptions of leadership style by school site principals and the decisions
they make in creating a school culture that promotes teacher retention. In
examining leadership styles, Bolman and Deal’s four leadership frames and the
literature on constructivist leadership were used as the theoretical framework.

viii
The study sought to determine if there was a relationship in principals’
leadership style and teaching style preference with demographic variables such as
gender, ethnicity of principals, years as an administrator, school enrollment, and
beginning teachers on site. The study found no significance in leadership style as an
effective measure of successful induction practices. The study also found that
although principals generally lacked the time and financial resources they believed
are needed to effectively assist new teachers in the induction process on site, they
did utilize certain effective practices that were highlighted in the literature such as
new teacher orientation, mentoring, and providing as much administrator support
as possible.

1
CHAPTER ONE: INTRODUCTION
In 1985, with a recent Bachelor’s Degree and having passed the California
Basic Education Skills Test, the state granted me an emergency teaching permit and
I signed a contract to teach in a large California urban school district. I enrolled in a
university teacher education program and in a few years received my clear teaching
credential. I had much support and mentoring within my first few years as well as
classes that, on looking back, presented few of the distressing challenges facing
beginning teachers. Because of my early experiences, my career in education has
been a rewarding journey.
In 1993, I saw a different new teacher experience. A first year, fifth grade
teacher walked into the classroom where the school was holding a staff meeting that
particular fall afternoon. She sat down at a student’s desk, placed her head in her
hands and began to sob uncontrollably. A veteran teacher rushed to her side, placed
her arms around her shoulders and offered comfort and support. This teacher
worked in a school district in Los Angeles County. A program that offers college
graduates a two-year contract to teach in hard-to-staff inner city schools recruited
her. This teacher was a young enthusiastic graduate recently transferred from
Connecticut. In August her new position as a teacher excited her. By that October
she felt defeated as a teacher. The discipline challenges overwhelmed her and she
believed she was ineffective as an instructor. She expressed that she did not believe

2
that she could continue any longer as a teacher. If she were to continue as a
teacher, she felt she would be unable to meet her students’ needs.
This teacher felt that she was not meeting the expectations of the demanding
job or the needs of her students. Conversely, it was obvious that no one was meeting
her needs as a beginning teacher. Though this particular teacher qualified for the
job based on academic preparation and proper credentialing, she did not believe she
was effective. She felt defeated and at the point of resigning. She stated in her
hysteria, “Law school might be better than this!”
This teacher is not alone. Her experience is not unique. Even today, it is not
an uncommon experience for teachers entering the field of education to experience
disillusionment, frustration, low self-efficacy, and resignation. Carol Bartell, in
Cultivating High Quality Teaching Through Induction and Mentoring states,
“Beginning teachers enter classrooms today with high expectations for themselves
and for their students. Yet we know that the first year of teaching is a sobering
experience for most new teachers and that over the course of one year, teachers
experience a decreasing strength of belief in their own efficacy and in the learning
potential of their students” (2005). Therefore, this study explored the challenges of
new teachers and examined knowledge and strategies needed of school site
administrators in creating a culture that not only assists in developing new teachers
but aides in preventing attrition.

3
Background of the Problem
According to the National Commission on Teaching in America’s Future, this
nation will need 3.9 million more teachers by 2014 (2007). The challenging issues
facing new teachers have led to high turnovers in their numbers. Forty-two percent
of all departures report such reasons as: job dissatisfaction, the desire for a better
job, another career, or to improve career opportunities in or out of education.
Ingersoll (2001) states, “Dissatisfaction underlying migration is most often listed as
being due to low salaries, lack of support from the school administration, student
discipline problems, and lack of teacher influence over decision-making. Likewise,
dissatisfaction underlying attrition is most often reported as being due to low
salaries, lack of support from the school administration, lack of student motivation,
and student discipline problems. For teachers in urban, high-poverty public schools,
the reasons given for the dissatisfaction underlying their turnover are the same” (p.
507).
These high-poverty public schools rarely are able to address the achievement
gap because of constant turnover in staff. By carrying out an effective retention
strategy, such as a high quality induction program, states can save millions of
dollars (NCOTAF, 2007). In 2004, the California Department of Education reported
that within the following five years, 40% of the workforce, when the state compiled
the data, would be eligible for retirement (Posada, 2005). If high turnover rates

4
continue, how can we assure we will have the “highly qualified” teachers we
anticipate needing?
At no time before in our nation’s history have we had such a demand or focus
on teacher training and retention as we have now. Training teachers, once the
charge of local universities and state certification boards, has become a national
duty and the nation is making efforts to bring uniformity to it. This becomes
obvious when one studies the language of federal policy in No Child Left Behind
(NCLB, 2001). The push for highly effective educators, and structured, uniformed
and effective induction programs becomes more important as we hold schools and
districts accountable for achievement. Many school districts may face punitive
outcomes if children appear to be underachieving or districts seem out of compliance.
High stakes standards and federal money connections have created a movement for
induction programs to highly qualified teachers as quickly and as economically as
possible. And beyond that is the need for highly qualified and educated students.
The need for effective and successful induction programs to produce qualified
educators must come before anything else.
Most accountability for school success rests with the school site
administrator, the principal. The principal must balance operational and
instructional concerns on the school campus, providing leadership, and provide
direction to the many different individuals having an interest in student
achievement and safety. Providing, establishing, nurturing, and maintaining a

5
knowledgeable instructional staff is only one aspect of the principal’s role. This can
be a difficult balance to set up. Inducting, preparing, developing, and retaining new
and qualified teachers is at the core of this balance. This is especially so given the
need to raise student achievement and close the opportunity gap that currently
threatens the diverse population of students in our schools. As Richard Ingersoll
states in Teacher Turnover and Teacher Shortages: An Organizational Analysis,
“Researchers have rarely focused on explaining teacher turnover as a function of the
schools” (2001, p.502).
Statement of the Problem
President Obama, in his speech to the NAACP, in New York on July 16, 2009
said, “the new challenge facing minorities and the poor and impoverished is
education. The poor and impoverished in every race, based on available data, are
falling further and further behind.” Among the many elements he highlighted were
teachers. “Good teachers,” he said, “teachers who are inspired and have the skills
needed to face this daunting challenge will be called upon to meet the challenges
presented (CNN, 7/16/09).”
To meet these great new challenges, we must call upon every element of
training effective teachers. Our schools and country will ask teachers to intensify
their efforts. The colleges must intensify their teacher training programs presenting
many good models of teacher effectiveness to the student-teachers. Principals must
intensify their leadership in guiding and helping beginning teachers by using all the

6
tools at their disposal. Principals can direct some of these tools toward directed
guidance and teaching, mentoring, and having beginning teachers observe many
examples of good teaching models. Carol A. Bartell, in Cultivating High-Quality
Teaching Through Induction and Mentoring states, “Mentoring plays an important
role in most teacher induction programs. Mentors are most effective if they are
carefully selected, prepared for their responsibilities supported in their work, and
evaluated on a regular basis. New teachers need mentoring that is appropriate to
their needs” (2005, p.71).
At the core of successful teaching is good leadership. The public now holds all
schools responsible for meeting high standards for all students, including rich and
poor, immigrant and native born, white and minority, and special needs and
mainstream. They expect schools to take on new functions beyond the traditional
scope of a school’s responsibility. Teachers will bear the burden of society’s newer,
higher expectations. Educational leaders must lead with a new determination, open
to methods and ideas that work to mentor, teach and guide new and experienced
teachers to set their goals high and their student expectations even higher. Bartell
(2005) states, “It is one thing to develop the policies, standards, and guidelines for
teacher induction, yet quite another to put them into practice in ways that meet the
professional development needs of the teacher” (p. 173). She further states, “All
teachers need to be inducted into a context that supports their work and leads to

7
student success” (p. 36). To set up a context that supports these endeavors is an
imperative for school leadership.
The research literature on attrition and retention has established the first
three years of teaching as the most crucial (Bartell, 2005). During this early time
teachers entering the field will either receive the necessary support to become
successful or experience constant stress and isolation leading to another occupation.
First year teachers weighed more than anything else whether they could be effective
with their students. They described many ways in which working conditions in their
schools, including teaching assignments, collegial interaction, curriculum,
administration, and discipline, supported or stymied them (Johnson, 2003). Bartell
comments,
Beginning teachers are traditionally expected to assume all the same
responsibilities as the more experienced teachers, and are often assigned the
most difficult and challenging students, those that their more experienced
colleagues do not want to teach. There is no staging or levels of
responsibilities as there is in many other professions. (2005, p. 3)
A Schools and Staffing Survey by the US Department of Education’s National
Center for Education Statistics showed that 191,179 new teachers entered the
profession, but 12 months later 173,994 teachers left the profession, equivalent to
91% of those just hired. In 1993-1994, about 192,550 newly entered the occupation
and 12 months later 212,908 left, about 110% percent newly hired teachers, left the
occupation (Ingersoll, 2001). Bartell further states, “Nearly every study of retention
in the teaching profession identifies the first three years as the riskiest on the job,
the years in which teachers are more likely to leave” (p.3).

8
To address the needs of beginning teachers is the purpose of induction
programs. The first one to three years make up the induction period, the time in
which the beginning teacher develops into a professional. States and school districts
have developed induction programs as a way to effectively train new teachers
(Bartell, 2005). Bartell defines a teacher induction program as, “a systematic,
organized plan for support and development of the new teacher in the initial one to
three years of service” (p. 6). In California, the state developed the Beginning
Teacher Support and Assessment Program based on a 1988 pilot study, the
California New Teacher Project (CNTP). This project looked at possible methods to
support and assess new teachers. The study sought to develop policies to retain
capable teachers. The project’s goals were to improve pedagogy of beginning
teachers, improve teaching of diverse students, and identify teachers who would
need further assistance to stay in the profession as opposed to those who might be
more successful in another profession. In 1992, the California State Legislature
reviewed the study’s findings and established and provided funds for the BTSA
program in SB1422 (Bartell, 1995). The purposes of the BTSA program are to:
 Provide an effective transition into the teaching career for first and second
year teachers in California;
 Improve the educational performance of students through improved training,
information, and assistance for new teachers;

9
 Enable beginning teachers to be effective in teaching students who are
culturally, linguistically, and academically diverse;
 Ensure the professional success and retention of new teachers who show
promise of becoming highly effective professionals;
 Identify teaching novices who need additional feedback, assistance, and
training to realize their potential to become excellent teachers;
 Improve the rigor and consistency of individual teacher performance
assessments and the usefulness of assessment results to teachers and
decision makers;
 Establish an effective, coherent system of performance assessments based on
a broad framework of common expectations regarding the skills, abilities, and
knowledge needed by new teachers; and
 Examine alternative ways in which the general public and the education
profession may be assured that new teachers who remain in teaching have
attained acceptable levels of professional competence (CCTC,1997).
The site administrator’s support is essential to successful induction. They need to
understand the goals of the induction program in order to provide a consistent
experience of the profession to all new staff members. The vision they hold of
effective teaching provides the context in which the new teacher will be working.
They assign and match mentors to new teachers. They eventually are the ones who

10
evaluate the service the new teacher gives to the school’s population of learners The
demand on their time prevents the intense mentoring of new teachers and the
evaluative nature of their job can intrude in forming relationships with new
teachers. Yet administrators set the tone on the school campus. As Bartel (2005)
states, “school leaders foster a climate in which the dialogue between new teacher
and mentor can occur most productively” (p. 50).
Two documents guide the induction program for the BTSA program. The first of
these documents is the California Standards for the Teaching Profession (CSTP).
The CSTP were developed and adopted by all relevant policy makers in the state in
1997. They were initially developed to act as a guide for induction programs and are
used by districts and universities. They also are used by many districts to guide
peer assistance programs that seek to revitalize experienced educators who need to
improve their classroom effectiveness. The second document is The Standards of
Quality and Effectiveness for Beginning Teacher Support and Assessment Programs
(1997). It guides induction program sponsors in designing an approved induction
program. It is built around thirteen standards. The state and school districts use
the 13 standards to design, implement, and evaluate induction programs.

11
Those standards are:
 sponsorship and administration of the program
 program rationale, goals, and design
 collaboration
 school context and working conditions
 selection of support providers and assessors
 preparation of support providers and assessors for their responsibilities
 assessment of beginning teacher performance
 development and use of the individualized induction plan
 provision of individualized assistance and support by experienced teachers
 provisions for support providers, assessors, and new teachers to work
together
 design and content of professional development activities for new teachers
 the allocation and use of resources
 program evaluation and development (CCTC, 1997)
Many of these standards have significance to the job of the administrator on an
individual campus. The school context and working conditions, selection of support
providers and assessors, the assessment of the beginning teacher’s performance,

12
providing for the context in which new providers and new teachers work, the design
of some of the professional development of new teachers and the allocation of some
resources are all areas that involve the site administrator. This component has the
expectation that site administrators whose schools are staffed with beginning
teachers are to participate in a state-developed BTSA Administrators Academy or its
equivalent. There is collaboration between the program director and site
administrator in creating a comprehensive and supportive context within their
schools (CCTC, 1997). Bartell states, “site administrators should understand and
support the goals of the induction program so that their own advice and counseling
is consistent with the goals of the program and the vision of teaching that is being
promoted” (2005, p. 49). Hence, a major focus of this study focused on: (1) principals’
knowledge about specific BTSA program requirements and standards, (2) new
teacher requirements under BTSA, and (3) assuring a school climate and program
components that effectively develop new teachers while establishing a sustainable
teacher workforce.
Purpose of the Study
The focus of this study was the induction program and how it supports
developing teachers within the local community. This study examined why our
schools need administrators to assist with induction programs that develop, foster,
and monitor effective teaching. I further examined the challenges of induction
programs and the leadership role of the school site administrator in cultivating an

13
environment that recruits and supports new teachers. The study also looked at
how administrators viewed their roles as leaders in conjunction with what the
research said was effective leadership for site administrators as they sought to foster
an environment that would produce highly effective teachers. In essence, this study
sought to see if school site principals’ behavior matched the best practices identified
by the research on induction programs.
Research Questions
The four research questions guiding this study are:
1) What is the relationship of principal and school demographics (gender,
ethnicity, years as an administrator, school enrollment, and number of
beginning teachers) with leadership style (Bolman & Deal, 2003), preferred
instructional methodology (direct instruction versus constructivist), and
attitude toward Beginning Teacher Support and Assessment (BTSA)?
2) How do administrators describe their experience in the Beginning Teacher
Support and Assessment (BTSA) program?
3) What BTSA best practices do principals report?
4) What have been the obstacles principals have encountered in providing
sufficient opportunities for BTSA participants?
Bolman and Deal’s (2003) four leadership frames serve as a theoretical lens to
capture how school leadership navigates the challenges new teachers face and set up

14
successful leadership practices to meet these challenges. Bolman and Deal propose
four frames from which leadership operate: (1) human resource, (2) symbolic, (3)
political, and (4) structural frames. The symbolic and political frames infer the
leader operates from a leadership perspective while the human resource and
structural implies the leader operates from a managerial persuasion. They suggest
leaders can predominately operate out of one frame or move seamlessly from one
frame to another based on the situation. Leadership will also be examined in this
study through the constructivist frame as espoused by Lambert (2002), in that
leadership is seen as a reciprocal process within an educational community that
enables participants to construct meaning that will lead to a shared purpose. Seeing
leadership within a constructivist learning design, Lambert felt that relationships
were key to effective leadership. Leadership is the enabling of reciprocal processes
among people. The processes that aided leadership were evoking potential in a
trusting environment, inquiry into practice, focus on construction of meaning and
framing actions that embody new behaviors and purposeful intentions. Crucial for
new teachers is the success of leadership to evaluate the situation and make choices
that will enable these new teachers to navigate the challenges they face.
Significance of the Study
The demands on the site administrator are increasing, especially balancing
instructional leadership to strengthen the connection between teachers and
students. Now, the school site principal must carry the necessary responsibility of

15
joining in the induction process of new teachers to promote their retention. The
effectiveness of this administrative endeavor is far reaching in its task to develop an
efficacious and productive teaching workforce sustainable for 30 years. Based on a
review of the literature, this study will investigate the relationship between the
principal’s leadership style and support for the BTSA program in a Southern
California urban school district.
Limitations
Participants in the study were limited to principals who are members of a
professional organization within the state of California.
Definitions
Teacher Attrition – Those who leave the occupation of teaching altogether (Ingersoll,
2001)
Induction – In teaching, the first one to three years of service in which the novice
becomes more familiar with their job responsibilities, the work setting, and
professional norms and expectations (Bartell, 2005)
Teacher Induction Program – A systematic, organized plan for support, guidance,
and orientation for beginning teachers during the transition into their first teaching
job (Smith and Ingersoll, 2004)
Beginning Teacher Support and Assessment (BTSA) – A formal system of support
and assessment for the induction of new teachers (Olebe, 2001)

16
No Child Left Behind Act of 2001 (NCLB) – Federal legislation which requires that
all teachers employed by local school districts be “highly qualified” by 2005-2006.
Organization of the Study
This study is in keeping with a traditional dissertation format. Chapter one
has provided an overview of the aim and scope of the study, beginning with a
description of the background and statement of the problem. The purpose of the
study, research questions, and theoretical framework are presented followed by the
significance of the study. Chapter two will provide a comprehensive review of the
literature related to the retention of beginning teachers, the role of leadership, and
theoretical framework. Chapter three will focus on the methodology for the
execution of the study. This will complete the foundation necessary for the study.
Chapter 4 will report the findings by research question. Finally, chapter five will
include a summary and analysis of the findings, implications for practice and
recommendations for future research.

17
CHAPTER TWO: REVIEW OF THE LITERATURE
This literature review will look at three areas related to the role of school
leadership in retaining new teachers. First it will look at teacher turnover and
attrition and then at teacher satisfaction or dissatisfaction. In order for students to
be successful they must have highly qualified teachers. Teachers who are satisfied
in their jobs are more likely to stay in the workforce. Teacher satisfaction improves
with planned teacher induction programs. Second, this review will look at new
teacher induction program and the Beginning Teacher Support and Assessment
program in California. This review focuses on leadership and the role of the school
site administrator, namely the principal, with regards to improving teacher
satisfaction and thus retention. Finally, this review discusses Bolman and Deal’s
(2003) four frames of leadership and constructivist leadership as espoused by
Lambert (2002) as the theoretical foundation to capture the choices of school site
leaders as they assist new teachers. Administrators have a stake in teacher
retention. The style of leadership would have a direct impact on how principals
prepare the context of work for new teachers.
Teacher Attrition and Turnover
The literature asserts clearly that the first three years of teaching are the
most crucial. This is the period of time in which many new teachers will leave the
profession (Johnson & Birkland, 2003; Bartell, 2005). During this time, teachers
entering the field will either receive the necessary support to become successful or

18
experience constant stress and isolation leading them to leave the teaching
profession. Teacher turnover is a significant problem and a dominant factor behind
the demand for new teachers and the difficulties schools face of adequately staffing
classrooms with qualified teachers. From a Schools and Staffing Survey conducted
by the US Department of Education’s National Center for Education Statistics, the
data showed 191,179 teachers newly entering the profession in 1990, but 173,994
leaving the profession 12 months later in 1991. In 1993-1994, 192,550 new teachers
entered the occupation; twelve months 212, left the occupation (Ingersoll, 2001).
Susan Moore Johnson and Sarah Birkeland, in “Pursuing a ‘Sense of
Success’: New Teachers Explain Their Career Decisions” (2003), examined teacher
attrition among a set of new teachers. They explored who was most likely to leave
the profession, what they found attractive or unattractive about teaching, and what
characteristics and conditions of schools shaped their decision to leave. They
investigated programs or conditions that enable some schools to retain teachers and
ensure they do their best work. And finally they examined the conditions which led
other schools to repeatedly lose their staff and face the constant task of recruiting
new teachers.
Participants in the study were a diverse group of 50 new teachers in the
Massachusetts public schools. The study included first and second year teachers in
urban and suburban elementary, middle, and high schools. They included large and
small, conventional and charter schools. The respondents to the survey were from

19
private and public colleges and universities with teacher education programs, as
well as alternative certification programs.
When asked about their decision to leave education, first year teachers
questioned, more than anything else, whether they could be effective with their
students. They described the many ways in which working conditions in their
schools supported or stymied them. They pointed to the type of teaching
assignments the school gave them, the quality of their collegial interactions, the
curriculum they had to teach, their perceptions of the administration, and the
discipline needs of the students. The public perception of teaching as a low status
job and woman’s work further impacted their decision to leave (Johnson &
Birkeland, 2003)
Teachers must rely on knowledgeable colleagues and professional
communities for ideas and advice about how to teach but there is no certainty that
their schools will provide support (Johnson & Birkland, 2003). In weak professional
communities, the schools leave teachers to fend for themselves and find that they
compete rather than collaborate with colleagues. Involving the principal has proved
to be one key feature that shapes the quality and extent of collaboration among
teachers in these schools. Supporting and retaining teachers is an even greater
undertaking in low-income and low-performing schools. This study looked at
possible causal relationships in patterns of migration and retention documenting
teachers’ early experiences, tracking their decisions over time and exploring the

20
decisions they make about teaching. The results of the study stress the saliency of
efficacy. The belief they had in their ability to create a positive outcome was one of
the most important reasons they chose to stay in their schools, to move, or to leave
teaching all together. Those who chose to stay believed they were being successful
with their students. And, they derived that success through supportive school site
structures.
Richard Ingersoll (2001), in Teacher Turnover and Teacher Shortages: An
Organizational Analysis, asks which characteristics and conditions in schools
promote teacher turnover. This article focuses on teacher turnover and compares
and contrasts an organizational perspective with the dominant contemporary
educational perspectives on the source of school staffing problems. There were two
objectives: 1) an investigation of teacher turnover in school staffing problems,
including attrition, migration and comparisons to turnovers in other occupations,
and 2) an examination of school characteristics and organizational conditions in
teacher turnover. He examined four organizational conditions in schools: 1)
compensation structure, 2) administrative support, 3) conflict and strife, and 4)
employee input into and influence over organizational policies (Ingersoll, 2001).
Participants from the U.S. Census Bureau (1988) collected the Schools and
Staffing Survey (SASS) for the National Center for Education Statistics (NCES)
from a random sample of schools stratified by state, public/private sector, and school
level. Each cycle of SASS included questionnaires for administrators and for a

21
random sample of teachers in each school. The sample comprises 6,733 elementary
and secondary teachers, 3,343 continuing teachers, 1,428 migrations, and 1,962
attritions. The organizational analysis examined the strength and consistency of the
organizational conditions to their association with teacher turnover, across schools
and across different subsets of turnover (p.508). The analysis examines turnover or
departures, including both teacher migration and teacher attrition which the author
refers to as movers and leavers. Ingersoll (2001 and 2003) defines movers and
leavers as follows: Movers are teachers employed in a classroom teaching role in a
school in year 1 who are employed as classroom teachers at a different school
in the same or different district in year 2. Leavers are teachers employed in a
classroom-teaching role in a school in year 1 and not employed as classroom teachers
in any district in year 2.
Ingersoll’s results showed that retirement is the least cited reason for
turnover. Staffing actions such as cutbacks, school closings, and reorganization
account for a higher turnover rate. Higher still are reasons such as pregnancy, child
rearing, health problems, and family moves. But the most prominent reasons found
were two interrelated reasons tied to organizational conditions. Forty-two percent of
all departures report as reasons job dissatisfaction or the desire to pursue a better
job, another career, or to improve career opportunities in or out of education. Job
dissatisfaction was due to low salaries, lack of support from the school
administration, student discipline problems, and lack of teacher influence over

22
decision making. Attrition was due to low salaries, lack of support from the school
administration, lack of student motivation, and student discipline problems. Urban
schools found it more difficult to maintain staffing (Ingersoll, 2001).
The data suggests that improvement in organizational conditions would
contribute to job satisfaction and lower rates of turnover. This includes more
administrative support, reduction in student discipline problems, increased salaries,
and more faculty input in decision-making. All of this would diminish school
staffing problems and ultimately school performance. The data also showed that
significant numbers of those who leave their jobs in private schools did so because of
lack of administrative support. On-site administrative support has a great impact
on attrition and turnover (Ingersoll, 2001).
Although policymakers must help make teaching an attractive career, the
body of literature shows that new teacher success depends on the school site.
Practical issues such as teachers’ salaries can and do impact teacher retention.
Matching teachers to schools and offering novice status to new teachers in an effort
not to overwhelm them are strategies that assist the principal in reducing attrition
at the school site (Johnson & Birkland, 2003). Operational strategies to instill job
satisfaction include: (1) ensuring new teachers have an appropriate assignment and
a manageable workload, (2) providing sufficient resources for teaching, (3)
maintaining a stable school and orderly work environment, and (4) providing a
structure where new teachers can rely on colleagues for advice and support.

23
Often a principal’s rush to find teachers or a candidate’s urgency to land a job
leads to shortcuts depriving both sides of important information that could prevent
mismatches and better ensure success. Having more autonomy in the hiring process
and involving several site and community members in an interview can lead to an
effective match of new teacher to the school site. Another strategy for principals to
ensure success is to grant novice status to new teachers in sheltering their first few
years. Sheltering includes reduced teaching loads, fewer administrative duties,
graduated expectations and support for improving their pedagogy. Also highlighted
within this body of literature is that school administrators and veteran teachers
must take action to scaffold new teachers’ development and to enhance their
experiences in schools. “In strengthening pedagogy, schools must develop school
wide structures promoting integrated professional cultures with frequent exchange
of information and ideas across experience levels” (Johnson & Birkland, 2003, pp.
607-608). Thus, as substantiated by the literature, the influence of leadership,
specifically the site administrator, is paramount to creating a supportive and
positive career choice and experience for new teachers.
New Teacher Induction – California’s BTSA Program
Reports indicate that our country needs more than 2.2 million new teachers
to replace the current aging staff of educators (National Commission on Teaching
and America’s Future, 1996). Given that 30% of new teachers move to a new school
or leave teaching by the end of the first year, a key goal of an induction program is

24
retaining a knowledgeable staff that can build on its experience. Hiring new
teachers serves no purpose if they quickly leave the profession and have to be
continually brought through the program. Covered in the following section is
BTSA’s history in California, an outline of the induction standards school site
administrators must meet, and discussion of the components of a successful
program.
Beginning Teacher Support and Assessment --BTSA
In 1968 California policymakers became interested in supporting first and
second year teachers. Several conditions contributed to this interest: (1) high
minority teacher turnover, (2) a large increase in the size and diversity of the
students, and (3) the extensive breadth of knowledge modern teachers must draw
upon to be effective. In 1988, California enacted SB148. Known as the Bergeson Act
the bill called for examining alternate models for supporting and assessing the
competency and performance of teachers. The state studied thirty seven local pilot
programs serving more than 3,000 new teachers and over 1500 experienced teachers
over the next four years (1988 -1992). The programs focused on individualized
mentoring support, curricula, and instruction workshops, and teacher self-
assessment. Twenty five percent of the funding of these pilot programs went to
research and evaluation. The report Success for Beginning Teachers: The California
New Teacher Project (1992) revealed that providing support to new teachers
addressed many of the concerns from 1988. When compared to new teachers who

25
did not have support, the supported teachers were more consistent in using
instructional practices that had positive outcomes on student achievement. They
provided more complex and challenging learning opportunities, and used a greater
variety of instructional materials. They were successful in working with students
from diverse backgrounds. Hard-to-staff schools retained these teachers at higher
rates. The recommendations of the research were that an integrated system of new
teacher support and assessment include all beginning teachers. New state funding
should support a system that provided for trained assessors to assess the
performance of new teachers, and gradually introduce beginning teachers to the
norms and responsibilities of teaching.
Following the recommendations of this report, the state created the
Beginning Teacher Support and Assessment Program (BTSA) with the passing of SB
1422 in 1992. This bill required the California Commission on Teacher
Credentialing (CCTC) to conduct a comprehensive evaluation of the requirement for
earning a teaching credential. In 1997 the CCTC reported the results of this review
in California’s Future: Highly Qualified Teachers for All Students. The CCTC made
fundamental changes to the credentialing procedure, including the completion of a
two-year induction program for a Professional Clear Credential. In 1968, Senate Bill
2042 made these recommendations into law.

26
Components of a Successful Program
The CCTC’s descriptive publication Standards of Quality and Effectiveness
for Beginning Teacher Support and Assessment Programs (1997) sets standards for a
quality induction program as it now appears in California. These thirteen standards
set the expectations of an effective program. Standard 5 clearly defines the roles
and responsibilities of site administrators in stating that knowledge, attitudes and
the actions of the site administrators are critical in setting the stage for the
beginning teacher’s overall success. The document states, “Site administrators are
well prepared to assume their responsibilities for supporting beginning teachers in
the induction program. Preparation includes both the development of knowledge
about beginning teacher needs, and the development of and understanding of the
important role of the principal in supporting each component of the program”(p.10).
The rationale for this standard is that the knowledge, attitudes and the
actions of site administrators are instrumental in providing the structure for
intensive support and assessment activities and in creating a positive climate.
Under BTSA the CCTC expects site administrators to inform beginning teachers of
the procedures, personnel, resources, and policies of that site (CCTC, 1997). It also
expects administrators to facilitate including beginning teachers into the local
learning community, understand the role of support provider, and respect the
confidential nature of the new teacher’s relationship with that assessor.
Administrators must be familiar with the program’s process, support site-level

27
activities, and provide the structure for providers and new teachers to work
regularly together. Furthermore, according to the CCTC (1997), “site administrators
must know the California Standards for the Teaching Profession and explore their
potential use as a structure for determining individual and site level professional
development” (p.11). Of course the site administrator must participate in the
evaluation and additional development of the program.
The commission identifies some additional goals for the site administrator in
helping the beginning professional make an effective transition into the teaching
career in those key first two years. Embedded within the other standards are some
general expectations for site administrators, such as, providing support to beginning
teachers in the schools and the opportunity for the support personnel to work with
the new teacher, as well as, creating an atmosphere for communication and feedback
by all stakeholders. These types of collaboration would include participants from the
state, county and district educational offices, as well as local institutions of higher
education and bargaining units as they are involved with the beginning teacher
(CCTC, 1997). Identifying and ameliorating challenging aspects of the beginning
teacher work environment are all things that would be expected from school
administrators.
Looking at teacher retention rates can be a key indicator of the success of
various types of induction programs and provide clues about the components that
make up a successful program. In their study, What Are the Effects of Induction and

28
Mentoring on the Beginning Teacher Turnover, Thomas Smith and Richard Ingersoll
(2004) analyzed induction programs to see if they had a positive effect on new
teacher retention. They also identified key program components that reduced
attrition and improved retention. They divided induction programs into four types:
(1) no program, (2) a basic program, (3) a basic program that included collaboration,
(4) a program that added teacher networking opportunities and extra resources. At
its most basic, a program had to provide teachers with a mentor and some
communication with an administrator. At the third level teachers had collaboration
with peers and seminar participation added to their programs. The fourth type of
induction program had opportunities for external networking experience for
beginning teachers and additional resources. These included additional preparation
time, a reduction in preparation steps, and the assigning of a classroom assistant.
Providing additional resources did not have a statistically significant impact on new
teacher retention.
Susan Moore Johnson (2004) conducted a comprehensive exploration of new
teacher development. The planning for the study began in 1999. Johnson looked at
three different studies. One was a longitudinal study which followed fifty teachers
in Massachusetts. The second was a four state study of first year and second year
teachers. The last was a three site study of exemplary school based induction
programs. Johnson wanted to look at the concepts of a career in teaching, views on
the incentives and rewards offered in teaching, the experiences with the professional

29
culture of school for new teachers, and their experiences with curriculum. Her
findings were developed into criteria for identifying a successful induction program.
Through her findings, Johnson highlighted the key components of a successful
induction program in a Massachusetts high school which included: “(1) new teacher
orientation, (2) a teacher retreat, (3) new teacher seminars, (4) mentoring, (5)
coaching, (6) classroom observations, and (7) new teacher observing other teachers”
(p. 203).
Smith and Ingersoll also identified some components that are included in
successful induction programs. They found that providing new teachers with like-
field mentors, opportunities to participate in collaborative induction practices, and
planning with other teachers developed new teachers less likely to leave the
profession or change schools. Key to the topic of this dissertation is their finding
which supports that supportive communication on a regular basis with the school
principal could reduce the likelihood of new teachers leaving the school ( 2004).
Conclusions from these studies suggest that there are indicators of successful
induction programs. Those programs that are most likely to ease attrition and
support new teachers are those that provide orientations, mentoring with proximity
to the support providers, mentor opportunities to collaborate with peers, and
attention by the site administrator in fostering a school culture that develops a
community of learners with the common goal of high student achievement.

30
Implications for Administrators
As communities and school districts become more diverse in demographic
characteristics the need for autonomous school based induction, led by the site
administrator, is paramount to new teacher development and success. The site
administrator has to fulfill many roles. The administrator must be a spokesperson
and motivator knowing the culture of the individual school and be able to articulate
that to stakeholders. The administrator must be a leader who is capable of focusing
the efforts of a myriad of participants, activities, and events to the purpose of
adhering to standards of teaching and learning. The administrator must be a
manager with an awareness of what is happening and what needs to happen in each
step of the induction process. These are some common characteristics which are
relevant to the role of the administrator (Johnson, 2004; Bartell, 2005).
As Johnson (2004) states, “school based induction begins with the assumption
that each school is unique and intricate and that in order to succeed, a new teacher
must understand her school’s particular mission, values, norms, traditions,
curriculum, policies, and practices. Becoming a good teacher necessarily means
becoming a good teacher within the context of a particular school and its
community” (p. 195). The administrator has the responsibility to introduce new
teachers to the culture of a particular school and to assure consistency between the
school setting and the standards of the induction program. The administrator

31
frames and communicates the mission, values, norms, traditions, curriculum,
policies and practices of a particular school setting.
Carol Bartell, in Cultivating High Quality Teaching Through Induction and
Mentoring (2005) states, “site administrators who understand and support the
induction activities are able to work more effectively with those who also provide
support to ensure new teacher success” (p. 50). She identifies the successful actions
of an effective administrator as fostering a productive climate, matching mentor or
support provider with the new novice, monitoring and ensuring that the activities on
site take place, keeping the focus of all participants on the state identified standards
and goals, and the dissemination of information and up-dates to those participants.
Susan Moore Johnson (2004) emphasized, “schools that approach induction in a
proactive manner anticipate the needs of new teachers and provide programs to
meet them” (p. 195). The administrator must have an awareness of what constitutes
an effective induction program and will then be able to provide for those components
within the operation of the school.
Principal leadership is essential for the effective induction of the beginning
teacher. The administrator must have an awareness of the standards of the
induction program, should have knowledge of the actions that foster a productive
climate, and must articulate the school culture to the beginning teacher. Therefore,
in creating a new era of teachers, the crux of responsibility in successfully training

32
and retaining new teachers will be one of the critical roles of the school site and
thus, the school site principal.
Organizational Leadership: The Principal’s Leadership Style
Many studies point to the school principal’s role in shaping how well a school
works (Murphy, 2002). Within the realm of school leadership are many tensions.
One tension is in balancing operational and instructional district, state, and federal
mandates. These mandates have one guiding initiative, the academic achievement
of students. In a system organized for student learning, and for this study, this
section looks at the literature around leadership of principals in setting up an
organization supporting and developing new teachers.
Bogler, in a study on The Influence of Leadership Style on Teacher Job
Satisfaction, established how much variation in teachers’ job satisfaction can be
attributed to their perceptions about their principals’ leadership style and decision-
making strategy (2001). The data collected was from 745 respondents who answered
a questionnaire about principles’ leadership style. The styles were defined as
transformational or transactional, and decision-making strategies the principals
employed were identified as either autocratic or participative.

33
Bogler, in his examination of principals’ impact on teachers’ job satisfaction
cites Burns (1978) in describing transactional and transformational leadership
styles:
…transformational leadership described followers and their leaders as
inspiring each other to achieve higher levels of morality and motivation…the
transactional image of leadership refers to exchange relationships between
the leaders and their followers. The transformational leader bonds leader
and follower within a collaborative change process. The transactional leader
does not bind leader and follower in any enduring way; therefore, it results in
a routine-based, non-creative but stable environment as compared to the
responsive and innovative environment of the transformational leader. (pp
663-664)
The study found that teachers’ perceptions about their occupation strongly affect
their satisfaction. Principals’ transformational leadership affected teachers’
satisfaction both directly and indirectly through their ability to influence these
perceptions. Occupational prestige, self esteem, autonomy at work, and professional
self development contributed the most to job satisfaction (Bogler, 2001). Blasé and
Blasé (1999), also examined teachers’ perspectives on effective instructional
leadership. These two studies both look at leadership through a humanistic lens.
They take on a sociological understanding of leadership and the behaviors of the
principal in affecting and effecting teacher job satisfaction.
Blasé and Blasé (1999), in Principal’s Instructional Leadership and Teacher
Development: Teachers’ Perspectives, conducted a study examining two questions on
teachers’ perspectives on effective instructional leadership: (1) what characteristics
of school principals positively influence classroom teaching and (2) what
characteristics negatively influence classroom teaching? The participants consisted

34
of 809 full time public school teachers taking courses at 3 major universities located
in the southeast, mid-west, and northeast. They used the Inventory of Strategies
Used by Principals to Influence Classroom Teaching (ISUPICT). This questionnaire
looks at teacher perceptions of principal effectiveness. It is grounded in symbolic
interaction theory that emphasizes the study of human perceptions and meanings
people construct in social settings through internal and external processes (Blasé
and Blasé, 1999).
They found that in effective principal-teacher interaction about instruction,
processes such as inquiry, reflection, exploration, and experimentation were evident.
Teachers build repertoires of flexible alternatives rather than collecting rigid
teaching procedures and methods. Principals who are defined as effective leaders by
teachers tend to use a range of strategies. They talk with teachers to promote
reflection, make suggestions, provide feedback, give praise, solicit opinions, and use
inquiry strategies. They also model professionalism, emphasize the study of
teaching and learning, support collaboration, and develop coaching relations. They
apply principles of adult learning for growth and development in staff development.
They support the redesign of programs and implement research-based actions to
inform instructional decision-making (Blasé and Blasé, 1999).
Role of Principal Leadership In Increasing Teacher Retention presented the
findings of a study conducted by the Charlotte Advocates for Education (CAE,2004),
which sought to address concerns about the more than 20% of new teachers who

35
leave the teaching profession within their first three years. The study, based on the
work of Richard Ingersoll on teacher attrition, sought to look at poor working
conditions and lack of administrator support as reasons for the departure. With an
emphasis on school site leadership, the study proposed to answer the question: how
can the principal’s leadership positively impact the work environment to increase
teacher retention? To answer this question, CAE sought to understand the
relationship between principals, culture and retention of teachers. They studied the
traits and strategies of principals, particularly those in high-needs schools, who had
been most successful in retaining teachers while improving student achievement.
The study addressed three questions:
1. What specific skills, training, experiences, and characteristics affect a
principal’s ability to be an effective leader who creates a supportive
environment?
2. What specific strategies have principals implemented to impact the shaping
of the working and learning environment in their schools?
3. What support can be provided to principals in becoming more effective,
including training and continual professional development?
The study drew from the work of Terence Deal and Lee Bolman (2003) which
examined the ability of the leader to create a positive school culture by addressing
four aspects of their organization with effective strategies. Through the lenses of

36
Bolman and Deal’s theory of reframing organizations, they reported on principal’s
leadership style around the following organizational frames:
1. Human resources – Nurturing students and employees
2. Structure – Building an organization that produces quality products –
student achievement and maturing students
3. Politics – Understanding the political nature of schools
4. Symbolic Awareness – Elements that create and reinforce a school’s culture
Using pre-determined criteria, the Charlotte Advocates for Education identified and
surveyed twenty principals (2004). The survey included information from the
Governor’s Teacher Working Conditions Initiative Survey (2002) that North
Carolina Governor Mike Easley obtained from teachers.
The Governor’s Teacher Working Conditions Initiative Survey of 2002 found
that principals who have been more successful in retaining teachers have
characteristics of successful entrepreneurs. They have the ability to be a visionary
leader, to synthesize, and to be intrinsically motivated. They are critical thinkers,
make good decisions quickly, are problem solvers, and self-reflecting. They possess
strong organizational skills, articulate clearly, and have effective time management
and priority-setting skills. Moreover, they are confident, not arrogant, can lead, can
gain trust and respect, are risk-takers, develop meaningful relationships, driven to

37
continually learn, have good listening skills, and display a sense of humor (Charlotte
Advocates for Education, 2004).
These principals believe strong instructional, operational, and strategic
leadership in their schools are equally important. Most spent a majority (70%) of
their time focused on instructional issues. They valued teachers as individuals and
sincerely want them to succeed and grow. In helping teachers become stronger
pedagogically, principals stated the following strategies as being important to
instructional leadership: (1) providing additional support for new teachers, (2)
assisting teachers develop and deliver effective lesson plans, (3) modeling teaching
practices, (4) ensuring quality curriculum, (5) helping teachers understand the
latest education research, (6) keeping up with student achievement data and helping
teachers understand and use this data, and (7) providing appropriate customized
professional development. Successful principals understand the value of people.
The most successful strategies for these principals are those that give direct
assistance to teachers. Time not spent on instructional concerns was spent on
operational matters such as budgeting, scheduling, transportation, facilities, hiring
staff, public relations and marketing their school/programs to the community,
parents, and students. The study stressed that principal preparation and
continuing professional development must include practical information as well as
theory (Charlotte Advocates for Education, 2004).

38
Teachers identified the strategies of principals in supporting positive working
conditions: “(1) the use of time, facilities and resources, (2) leadership, (3)
empowering teachers, (4) professional development, (5) new teacher support, and (6)
instructional leadership” (Charlotte Advocates for Education, 2004, p.12). In
conclusion, the study showed the following as the most important strategies
principals stated as achieving higher teacher retention rates:
 Demonstrate strong leadership- risk taker
 Build appropriate relationships – open door, knowing teachers as individuals,
provide opportunities to build a sense of family, meeting with new teachers
personally at least once a month
 Support teachers – remove barriers such as policies, behavioral issues, reduce
stressors, publically support teachers, recognize teachers
 Empower staff by including teachers in decision making, always asking what
is in the best interest of students.
 Continually build leadership capacity within school
 Provide opportunities for teachers to grow in their profession
 Be accessible for teachers
 Provide team planning time and ensure within the planning there is a
mixture of new and veteran teachers (Charlotte Advocates for Education,
2004, p.15).

39
The strategies stated above are not only effective in working with new teachers,
they are also successful strategies in working with experienced staff members.
Through the literature reviewed, the principals’ leadership style was shown
to impact teacher job satisfaction. New teachers have expectations of the site
administrator. They desire principals that are “present, positive, and actively
engaged in the instructional life of the school” (Johnson et. al, 2004, p.98). They
expect principals to anticipate their needs and to help formulate positive
relationships with their new colleagues. The school leaders studied encompassed
various leadership qualities as viewed through the lenses of the humanistic,
structural, political, and symbolic frames. The principals’ beliefs about school
leadership and their behavior appeared to take on aspects of the various frames in
shaping an environment that effectively assimilated teachers into the profession.
The research examined in this section establishes the principal, through leadership,
as having a great impact on teacher job satisfaction.
Theoretical Framework
There is much information on organizational and school leadership. For the
purpose of this body of work, Lee G. Bolman and Terrence E. Deal’s book Reframing
Organizations (3
rd
Edition, 2003) provides the theoretical framework to examine the
leadership style of the school site principal in the role of inducting and retaining new
teachers. The four frames (Structural Frame, Human Resource Frame, Political
Frame, and Symbolic Frame) will be used as a guiding tool to inform the current

40
practice of principals in induction and retention of new teachers. Constructivists
characteristics of leadership will also be used in examining the strategies utilized by
principal’s in their role of creating the working and learning environment. Linda
Lambert et al., in The Constructivist Leader (2
nd
ed., 2002), provide the theoretical
framework of constructivism as a reciprocal process of the school leader and teacher
engaged in a common purpose of teaching and learning.
Bolman and Deal’s Reframing Organizations
The unique challenges of the educational setting necessitate that leaders are
able to make choices in a multi-tasking environment, which is complex at many
levels. Bolman and Deal (2003) conceptualized the four frame leadership theory in
order to address complex organizational and leadership situations. They use the
four frames of, structural, human resource, political, and symbolic perspectives to
navigate complex managerial and leadership challenges.
As stated by Bolman and Deal (2003), “Frames are windows on the world of
leadership and management. A good frame makes it easier to know what you are up
against and what you can do about it” (pp. 12-13). The symbolic and political frames
indicate the leader operates from a leadership perspective while the human resource
and structural frames propose the leader operates from a managerial persuasion.
The symbolic frame offers a perspective on social and cultural aspects of living, with
ceremonies, tradition, myths and legends. Organizations often use symbols that
spark the spirit of change and focus. The political frame rests on the necessity for

41
power and control. The business atmosphere is competitive in nature. The human
resource frame provides insights into an organization as a family consisting of
individuals that feel and have needs, desires, strengths and weaknesses. Here an
organization is tailored to the individual. The structural frame provides a
perspective focused on the organization, governed by charts and processes.
Individuals have responsibilities and the organization provides rules by which they
are governed.
Bolman and Deal (2003) suggest that the ability of leaders to use multiple
frames enables them to be more effective. “A frame is a coherent set of ideas that
enable you to see and understand more clearly what goes on day to day” (p. 41). In
Gender, Leadership Orientation, and Effectiveness: Testing the Theoretical Models
of Bolman & Deal and Quinn by Michael Thompson (2000), “Bolman and Deal’s and
Quinn’s theories of leadership style and effectiveness have much potential to
contribute to our understanding of leadership behavior” (p. 987). The following
sections provide a broader description of each of Bolman and Deal’s frames. These
four frames will be used in this study to examine the decisions principals make to
address the many challenges faced by new teachers.
Symbolic Frame
The symbolic frame attempts to understand the underlying meaning to the
symbols which guide our thinking so strongly. Sociology and organizational theory
serve as a foundation for the symbolic frame. Branding for a school is just one

42
example of the use of symbols in education. Bolman and Deal (2003) suggest 5 key
areas to consider which are:
 What is most important is not what happens but what it means.
 Activity and meaning are loosely coupled; events have multiple meanings
because people interpret experience differently.
 In the face of widespread uncertainty and ambiguity, people create symbols
to resolve confusion, increase predictability, find direction, and anchor hope
and faith.
 Many events and processes are more important for what is expressed than
what is produced. They form a cultural tapestry of secular myths, heroes and
heroines, rituals, ceremonies, and stories that help people find purpose and
passion in their personal and work lives.
 Culture is the glue that holds an organization together and unites people
around shared values and beliefs. (pp. 244-245)
The symbolic frame is used to understand the culture of an organization
looking at the symbols and the meaning, beliefs, and values that define individuals
and the organization. There are various symbols in an organization such as myths,
heroes, ceremonies, and stories that influence what is important for the culture of an
organization. It is not clear if leaders influence the culture or are influenced by the
culture. However, those leaders that understand the importance of the symbolic

43
frame can use the information to better direct the organization. In education a
school will rally to symbols within the school, an element in the culture of the school
that impacts student success.
Political Frame
According to Bolman and Deal (2003), “Viewed from the political frame,
politics is simply the realistic process of making decisions and allocating resources in
a context of scarcity and divergent interests” (p. 181). Political processes are a part
of the fabric of any organization. The question is how will we navigate the process?
What becomes important is the ability to understand and manage the political
processes in an organization. As posited by Bolman and Deal (2003) there are five
elements to the political frame which are:
 Organizations are coalitions of diverse individuals and interest groups.
 There are enduring differences among coalition members in values, beliefs,
information, interests, and perceptions of reality.
 Most important decisions involve allocating scarce resources—who gets what.
 Scarce resources and enduring differences make conflict central to
organizational dynamics and underline power as the most important asset.
 Goals and decisions emerge from bargaining, negotiation, and jockeying for
position among competing stakeholders. (p. 186)

44
In the political frame individuals need each other while their personal
interests may diverge. The needs of individuals will become more political during
economic difficulty. Coalitions form based on negotiations between individuals of
power to accomplish goals. Bolman and Deal (2003) identify multiple sources of
power such as authority, expertise, control of rewards, coercion, networks, control of
agendas, control of meaning, and personal power. How power is distributed is
fundamental to an organization and outcomes. In education, understanding the
political frame is essential to getting successful student outcomes, through various
sources of power.
Human Resource Frame
Central to the human resource frame is the way in which individual and
organizational characteristics influence the ways in which they contribute to each
other. Organizations operate with the understanding that individuals come to work
and will give their very best. Individuals want to believe the organization will look
out for them. As stated by Bolman and Deal (2003) there are four elements at the
core of the human resource frame, which are:
 Organizations exist to serve human needs rather than the reverse.
 People and organizations need each other. Organizations need ideas, energy,
and talent; people need careers, salaries, and opportunities.
 When the fit between individual and system is poor, one or both suffer.
Individuals are exploited or exploit the organization—or both become victims.

45
 A good fit benefits both. Individuals find meaningful and satisfying work, and
organizations get the talent and energy they need to succeed. (p. 115)
 Key to a successful organization is the blending of their needs and individual
needs. Organizations need to be responsive to the needs of employees. With
this in mind, the principal of the school needs to be conscientious of the
challenges new teachers face and provide meaningful ways for them to
navigate those challenges.
Structural Frame
A fundamental focal point of the structural frame is to help an organization
work efficiently, which includes control, delegation of tasks and authority. This
frame emphasizes the importance of roles and relationships, when utilized
proficiently can consider the needs of the organization and the individual. There are
six fundamental elements to the structural frame. As stated by Bolman and Deal
(2003) they are as follows:
 Organizations exist to achieve established goals and objectives.
 Organizations increase efficiency and enhance performance through
specialization and a clear division of labor.
 Appropriate forms of coordination and control ensure that diverse efforts of
individuals and units mesh.

46
 Organizations works best when rationality prevails over personal preferences
and extraneous pressures.
 Structures must be designed to fit an organization’s circumstances (including
its goals, technology, workforce and environment).
 Problems and performance gaps arise from structural deficiencies and can be
remedied through analysis and restructuring. (p. 45)
The structure of an organization can limit or support possibilities depending on the
design. Organizations have restructured based on influences of globalization, the
economy, and technology. School principals face similar influences with changes in
student demographics, the drop in the economy, and support for new teachers.
Constructivist Leadership
By the 1980’s, the research of John Dewey and Lev Vygotsky had blended with
Jean Piaget’s work in developmental psychology into the broad approach of
constructivism. Thus, the theoretical foundation for these elements lies in the fields
of education, social psychology, and group dynamics (Shapiro, 2003). The basic tenet
of constructivism is that students learn by doing rather than observing. Students
bring prior knowledge into a learning situation in which they must critique and re-
evaluate their understanding of it. This process of interpretation, articulation, and
re-evaluation is repeated until they can demonstrate their comprehension of the
subject. Constructivism often utilizes collaboration and peer criticism as a way of
provoking students to reach a new level of understanding. Constructivist theory

47
contends that the learner must be at the center of the learning process and the
learner must be supported individually by the teacher or guided by more capable
peers (Posada, 2005). Active practice is the key of any constructivist lesson.
According to Lambert et al (2002), “The concept of constructivist leadership is
based on the same ideas that underlie constructivist learning: Adults, as well as
children, learn through the processes of meaning and knowledge construction,
inquiry, participation, and reflection. The function of leadership must be to engage
people in the processes that create the conditions for learning and form common
ground about teaching and learning. Schooling must be organized and led in such a
way that these learning processes provide direction and momentum to human and
educational development” (p.35). Through the constructive leadership frame,
leadership is seen as a reciprocal process that enables participants in an educational
community to construct meanings that lead to a shared purpose of schooling
(Lambert et al, 2002).
Summary
Within the literature examined on leadership, it was apparent that effective
leaders possessed elements of each of the four frames presented. Organizations are
not static calling on one particular type of leader; they are dynamic. As new
teachers are brought into a school and as their needs are very specific requiring a
defined prescription for successful induction, their very presence changes the nature
of the school culture. Their needs will determine what leadership qualities are

48
necessitated for a smooth transition. In managing the induction of new teachers, as
in managing the school site overall, the literature lends itself to a multiple framed
leadership approach. The school site principal, through behaviors that characterize
all four frames, structural, human resource, political, and symbolic affect and effect
new teacher induction. In viewing constructivist leadership as a reciprocal process,
participants in a community construct meaning and knowledge together and when
individuals learn together in community shared purpose and collective action
emerges. Through the literature transformational leaders possessed the qualities of
this dynamic reciprocal process.

49
CHAPTER THREE: METHODOLOGY
There are several types of teacher induction programs that have been in
existence for over the last ten years, such as university and school district in-house
programs that have primarily carried the responsibility of developing new teachers.
The responsibility of these structures in training and developing these beginning
teachers has been insufficient as continued attrition rates demonstrate. Something
additional must be present and operating to assist in the development of these
teachers and in the building of a sustainable teaching force.
Within the role of school site principal there is the tension in balancing
instructional and operational demands. Creating an environment that includes
professional development that is focused on meeting the needs of new teachers is
both an operational as well as instructional imperative. In partnership with
university as well as state programs such as the beginning teacher support and
assessment (BTSA) in California, school site principals are in a position to develop
school based induction programs in cultivating environments that promote teacher
development.
This study examined the induction process as it supports beginning teachers
within the local school environment. The purpose of the study was to look at the role
of the school administrator in creating an environment that recruits and supports
new teachers, thus reducing teacher attrition. Through this study the following
questions were addressed:

50
1) What is the relationship of principal and school demographics (gender,
ethnicity, years as an administrator, school enrollment with leadership style,
preferred instructional methodology, and evaluative attitudes toward BTSA?
2) How do administrators describe their experience in the Beginning Teacher
Support and Assessment (BTSA) program?
3) What BTSA best practices do principals report?
4) What have been the obstacles principals have encountered in providing
sufficient opportunities for BTSA participants?
There are two ways in which research is conducted; they are qualitative and
quantitative methodologies. A quantitative study is designed to focus on survey and
experimental modes of inquiry into a research topic (Creswell, 2003). This method
leads to a purposeful and meaningful interpretation of the data. This design solicits
the attitudes or opinions of a group by looking at a portion of the group. This data
can then be generalized to the population at large. On the other hand, qualitative
data is designed to get to the rich or deep descriptions from the inquiry process.
They are designed to engage the participants in a realistic exploration of experiences
and choices they encounter related to the topic. This study utilized both methods to
capture information focusing on perceptions of leadership style by school site
principals and the decisions they make in creating a school culture that promotes
teacher retention.

51
Sample and Population
Two hundred sixty seven principals of various regions in the state of
California were sampled. These principals were of various ethnicities, genders,
ages, and from rural, urban, and suburban school districts.
Instrumentation
Data for this study were collected via surveys. A four part survey was
distributed to 3100 principals throughout California via email through the Qualtrics
survey system. Data from the interviews was compared to the criteria outlined in
the Leadership Orientation Survey by Leadership Learning Community (1988) to
establish the theoretical perspective(s) from which principals make choices.
Part one, items 1-7, of the survey sought information regarding principals’
background and training. Part two, items 1-6, of the survey proceeded to seek
information in the areas of instructional leadership of a school site administrator.
Parts three and four focused on information regarding principals’ knowledge of the
school district BTSA program as well as their understanding of the challenges of
new teachers and those whom they have led.
Part one was designed to elicit background and experience information about
the participants as well as serves to provide a setting which will allow for open and
engaged inquiry. Part two was designed to capture the principals’ leadership
orientation and information on the principals’ perception of their ability to shape the
climate and culture of the school. Parts three and four solicited information as to

52
principals’ knowledge of new teacher induction. It also sought to ascertain
information in the areas of site or district support for new teachers including
knowledge of BTSA programs.
From Leadership Learning Community , the Leadership Orientation Survey
(1988) was utilized to evaluate the ability of principals to move from one frame to
the next in addressing leadership challenges. The Leadership Learning Community
(1988) presents a template in which key characteristics are identified for each frame
(Appendix A). Participants are then evaluated using those characteristics. This
particular template “aids in understanding how leaders’ cognitive complexity relates
to managerial and leadership effectiveness, and how a multi-frame or balanced
leadership orientation yields the most effective managers and leaders” (Thompson,
2000).
Data Collection
Having completed the IRB as required by the Rossier School of Education,
the principal participants received surveys by email. An association of California
administrators provided a list of members and email addresses who are elementary
principals throughout the state of California. Through the Qualtrics survey system,
3100 California administrators were emailed the Principal Survey. Of the 3100
hundred sent, 267 were returned via the survey system completed. Surveys were
collected in the months of March and April, 2010. Completion of surveys took
approximately 30-45 minutes.

53
Data Analysis
Surveys were analyzed using a designed coding system to manage the data.
The Statistical Package for the Social Sciences (SPSS) was utilized for the
quantitative analysis. A one way Nova analysis was conducted. Open-ended
questions were examined using a qualitative approach which identified emerging
themes and were compared to the Leadership Orientation Survey (1988) to
determine the frame of reference for principals as they engage in complex decisions
related to new teacher challenges.
There are various types of qualitative studies which include grounded theory
studies, case studies, ethnographic studies, or narratives (Creswell, 2003). Creswell
states, “The researcher collects open-ended, emerging data with the primary intent
of developing themes from the data” (p.18). Of the various types, this study will
utilize the case study method. This approach is useful in the field of education
where a descriptive approach is beneficial (Merriam, 1998).

54
CHAPTER FOUR: RESULTS
The purpose of this study was to examine principals’ leadership style along
with their knowledge about BTSA programs to develop a school climate and program
components that effectively develop new teachers. The study sought to determine if
there was a relationship between leadership style, preferred instructional
methodology and attitude toward BTSA. This chapter represents the results of the
analyses of the data. Participant demographics including gender, ethnicity, years as
an administrator and school enrollment are presented in the first section of this
chapter. Next, results by research questions will be presented. Chapter 5 will
present a discussion of the results.
Participant Demographics
There were 3100 principals throughout California contacted via e-mail to
take part in this study. Of those contacted, 267 respondents completed the surveys
and serve as the participants for this study. The participants include 20.6% men
and 79.4% women. The ethnic breakdown of the participants are 75.5% White,
12.8% Hispanic, 6.2% Black, and 5.5% all other groups which included Asian,
American Indian, and Pacific Islander. Regarding participants’ years as an
administrator, 22.9% have 1-4 years experience, 29.7% have 5-8 years experience,
26% have 9-12 years, and 21.6 have 13-40 years experience as an administrator.
Regarding student enrollment, 16.3% of the participants have 0-399 students, 29.7%
have 400-549 students, 26.8% have 550-700 students, and 27.2% have 701-1500

55
students. In response to the number of beginning teachers with which
administrators work, 33.2% reported 0, 17.9% reported 1, 20.1% reported 2, 17.5%
reported 3-4, and 11.3% reported 5-25.
Results: Research Question One
Research question one asked: What is the relationship of principal and school
demographics (gender, ethnicity, years as an administrator, school enrollment, and
number of beginning teachers) with leadership style (Bolman & Deal, 2003),
preferred instructional methodology (direct instruction versus constructivist), and
attitude toward Beginning Teacher Support and Assessment (BTSA)?
First the quantitative results of parts I-IV of the Principal Survey are
presented in answer to this question. The effects of gender, ethnicity, years as an
administrator, school enrollment, and number of beginning teachers were analyzed
using a one-way analysis of variance. As previously stated the participants were
overwhelmingly female, 79.4 percent. Twenty point six percent were males. The
gender effects are summarized in Table 1. In looking at the mean with a minimum
of 1.0 and maximum of 4.0, only the effect on the political frame was significant.
Females reported a greater political frame of reference. The leader operating in a
political framework is one who shows exceptional abilities in mobilizing people and
resources to complete tasks while dealing with organizational conflict and one who
succeeds when facing opposition. It may be possible to assume that given the
stresses on public education at this time, this leadership style would be the most

56
effective. It may also be that female administrators have had to be more effective at
negotiating and using persuasion, influence and power as they rose to their
leadership positions. These are all traits of the politically framed leader. This was
the only subgroup of question one’s population that had any statistical relevance.
Ethnicity, years in an administrative position, and school enrollment had no
statistical relationship to leadership style or preferred instructional methodology.

Table 1
Gender in Relationship to Principals’ Leadership Styles and Teaching Style
Preferences
Variables Mean (N=210
Female)
Mean (N=57
Male)
F Significance
Structural 2.31 2.38 .54 .464
Human Resource 1.77 1.85 .84 .359
Political 2.96 2.74 6.15 .014
Symbolic 2.63 2.60 .08 .780
Evaluation 3.18 3.15 .28 .599
Constructivist 3.12 3.03 .70 .405

57
Tables 2 through 4 show the one-way ANOVA results for ethnicity, years as an
administrator, and school enrollment, respectively. None of the differences were
significant.

Table 2
Ethnicity of Survey Respondents in Relationship to Principals’ Leadership Styles
and Teaching Style Preferences
Variables Mean (N
1=198)
Mean (N
2=57)
Mean
(N
3=16
Mean (N
9=19
F Significance
Structural 2.34 2.13 2.38 2.46 1.46 .227
Human
Resource
1.81 1.82
1.73 1.56 .78 .506
Political 2.96 2.72 2.75 2.94 2.14 .095
Symbolic 2.66 2.57 2.38 2.65 1.18 .316
Evaluation 3.21 3.05 3.08 3.1 2.13 .097
Constructivist 3.1 3.06 3.16 3.13 .08 .973
Survey responses were recoded for analysis as follows:
1=White
2=Hispanic
3=Black
9=Asian, American Indian, Pacific Islander, Other

58
Table 3
Respondents Year’s as Administrators in Relationship to Principals’ Leadership
Styles and Teaching Style Preferences
Variables Mean (N
1=67)
Mean (N
2=75)
Mean
(N
3=66)
Mean (N
4=59)
F Significance
Structural 2.38 2.32 2.30 2.27 .36 .781
Human
Resource
1.83 1.70 1.81 1.80 .64 .588
Political 2.99 2.97 2.90 2.79 1.42 .238
Symbolic 2.54 2.68 2.68 2.58 .95 .418
Evaluation 3.09 3.19 3.14 3.27 1.98 .709
Constructivist 3.16 3.14 3.03 3.04 .46 .117
Survey responses were recoded for analysis as follows:
1-4 years=1
5-8 years=2
9-12 years=3
13-40 years=4

59
Table 4
School Enrollment in Relationship to Principals’ Leadership Styles and Teaching
Style Preferences
Variables Mean (N
1=41))
Mean (N
2=79)
Mean
(N
3=71)
Mean (N
4=76)
F Significance
Structural 2.34 2.32 2.30 2.35 .07 .978
Human
Resource
1.71 1.72 1.85 1.86 1.25 .293
Political 2.85 2.91 2.91 2.98 .45 .716
Symbolic 2.72 2.65 2.52 2.62 1.15 .329
Evaluation 3.25 3.20 3.15 3.14 .83 .480
Constructivist 3.20 2.97 3.15 3.15 1.28 .282
Survey responses were recoded for analysis as follows:
1=0-399 students
2=400-549 students
3=550-700 students
4= 701-1500 students
In reviewing Tables 1-4, it can be said that there were no significant
statistical results in any of the areas of gender, ethnicity, or experience as
administrators. The survey participants represented a wide range of public school
administrators in California evenly distributed over the frameworks for leadership
and the preferred teaching styles. This suggests that most administrators who
responded were balanced leaders who drew from at least three of Bolman and Deal’s
(2003) leadership frames. They reflected the diverse population that is California.
Bolman and Deal assumed that effective leaders must possess the ability to operate
in all four frames, while reliance on any one or two frames will not lead to effective

60
performance. The results indicate that administrators in California are on the way
to effective performance.
Second, as part of the survey, respondents were asked five questions that
looked at their perceptions of themselves in the role of administrators. These
questions were taken from Leadership Frameworks by Leadership Learning
Community (1988) and sought to discover leadership orientations. None of the
results were statistically significant. For instance, looking at the responses for “My
strongest skills are…,” 30% responded that it was being analytical and 34% saw
their strongest skill set being their strong interpersonal skills, 21 % felt their
strongest skill was their political astuteness, and 19 % felt their “flair for drama”
was their strongest skill. On a whole they rated themselves as good listeners and
inspirational leaders when asked to identify the phrases that best described
themselves (28% for each descriptor). They chose these descriptions over being
technical experts or skilled negotiators. Twenty-six percent saw their ability to
make good decisions as the skill that helped them most be successful. The ability to
inspire others was considered an aid to success for 24% of the respondents.
When leadership orientation was compared to the number of new teachers an
administrator supported, there was an interesting result. Table 5 reflects the
results for the number of beginning teachers each principal gave BTSA support.
Only the human resources frame was significant. A post hoc test indicated that
principals with 3 or more beginning teachers were more likely to favor a human

61
resource frame. The number of new teachers at a school site seems to have some
influence on administrators’ leadership style. Principals with more new teachers to
support seemed to operate more from the human resource framework as their
leadership style. Study results indicate that when there are three or more new
teachers, principals seemed to use this style. Bolman and Deal (2003) indicate that
the human resource frame leaders foster the belief that the organization will look
out for its members. Leaders in these organizations see the organization as existing
to serve human needs. They see a relationship between the organization and people
where each needs the other. They see that a poor fit in the organization can make a
poor organization (and so produce an inferior product--student achievement in this
case), and that a good fit works for both the organization and the people within it
(producing a higher quality product--raised student achievement). These leaders
blend the needs of the organization with the individual needs and are responsive to
the needs of the employees.

62
Table 5
Beginning Teachers Being Served in Relationship to Principals’ Leadership Styles
and Teaching Style Preferences
Variables Mean (N
.00=87)
Mean
(N
1=49)
Mean
(N
2=54)
Mean (N
3.4=46)
Mean
(N
4=27)
F Significance
Structural 2.29 2.45 2.31 2.37 2.15 1.29 .275
Human
Resource
1.75 1.70
1.68 1.99 1.92 2.54 .041
Political 2.95 2.93 2.98 2.80 2.84 .80 .526
Symbolic 2.71 2.57 2.72 2.48 2.49 1.93 .106
Evaluation 3.19 3.20 3.17 3.16 3.09 .41 .336
Constructivist 3.01 3.03 3.28 3.14 3.13 1.15 .798

Part III of the survey instrument looked at the preferred instructional
methodology of administrators by providing two vignettes and asking respondents to
indicate which they felt to be most effective. One vignette offers a teacher who
follows a traditional model of classroom instruction while the other offers a
constructivist model. The survey instrument asked principals to review the two
scenarios and to evaluate in terms of which method they thought teachers were most
comfortable with and which they thought were most effective. The first scenario
presents a teacher who is conducting a traditional lesson in which the teacher
directed the course. In the second scenario the teacher allowed the relationships in
the room to set the course of the lesson using reflective questioning and critical
thinking.

63
The basic tenet of constructivism is that children and adults learn by doing
rather than by observing. Peer relationships aid the process of constructing meaning
through sharing, criticism, and discussion. Inquiry, participation and reflection are
processes used as knowledge is stated, tested, revised and refined. The leader’s
function in a constructivist system is to structure and maintain situations allowing
engagements where commonly shared purposes and procedures can facilitate
learning. Induction programs depend heavily on constructivist ideas envisioning
cohorts of new teachers working together with experienced teachers and
knowledgeable administrators to form concepts about effective teaching, put that
concept into use and test its effectiveness, revise and refine that concept with peer
input and support. The methodological leanings of the leader are important since it
can be said that what a principal expects to see in the classroom is the same method
of learning that the leader will use as new teachers are inducted. An administrator
who fosters a constructivist environment will provide opportunities for constructivist
learning for those learning to be teachers.
Most of the respondents indicated a preference for the constructivist
approach to classroom instruction. It is interesting to note that while most principals
(68%) claim that they, as instructional leaders, prefer the application of constructivist
theory, more than 50 % felt that teachers were not comfortable with this method of
instruction. This suggests that principals may not communicate clearly their
expectations of what they expect to see in classrooms and that there may be

64
misunderstandings about what constitutes “good teaching.” Looking at the
comments provided in the open-ended, qualitative section of the instrument,
principals had concerns about “beginning teachers [who] have difficulty in
understanding the cognitive process” and with “assumptions that preparation classes
at universities prepared [new teachers] for the reality of the classroom.
This could indicate a lack of awareness about constructivist approaches on
the part of the teachers or a lack of the principals to articulate what they are looking
for when they enter a classroom. Given the flow and animation of a classroom where
all are engaged and participating in the development of concepts, it could be that
teachers prefer to present an ordered, controlled environment when an administrator
walks in and switch to traditional models that offer the appearance of classroom
management. Principals may see a room under the clear direction of a teacher as
classroom leadership and this is what teachers—especially new teachers—feel the
principal wishes to see. The principal may then decide that the teacher is unaware of
constructivist theories and unprepared for its demands.
The evaluative attitudes principals hold toward the BTSA program and the
induction process are important to the success of new teachers and their retention.
People support what they believe will be effective. If an individual feels a strategy is
ineffective they will cease to make use of it. If they are supervising others the
attitude they hold toward a policy or action plan that is mandated influences how
closely they oversee the implementation of that policy or action plan. The attitude of

65
a principal to the components of the BTSA program becomes important since they
provide oversight on-site of the process.
Statistically the respondents to Part IV (where they were asked to rate 14
statements about the BTSA program) had positive attitudes toward BTSA, but
answers given in the open-ended field gave a slightly different perspective on
attitude toward the BTSA program. On the quantitative instrument, 88% of the
respondents agreed or strongly agreed with the statement: “The BTSA program has
made a contribution to the professional development of teachers in my school.”
Question 3 of the open-ended section asked principals to describe obstacles they may
have encountered in providing sufficient opportunities for BTSA participants. Here
28% of the principals gave negative comments about the program and its elements
suggesting that the program hindered the success of new teachers, interfered with
school operations and stymied student achievement outcomes. One principal stated,
“The biggest obstacle is the BTSA program itself. To me, much of it is
excessive...takes too much time out of a beginning teacher’s first two years.” Others
hinted at problems with the program such as this comment: “BTSA participants are
overwhelmed with...requirements related to the program.” Another indicated that
support providers are “often assisting teachers outside their curriculum expertise
(sic)”. As one respondent stated when asked about obstacles: “Not enough funds or
time for professional development. BTSA is a little too structured for my taste.
Feels like jumping through hoops. Causes more stress and headaches to beginning

66
teachers than actual support. I’ve heard colleagues refer to BTSA as Beginning
Teacher Stress and Annoyance.”
It would help the process of the induction program if principals had more
awareness of how the various parts of the program benefitted the developing of the
new teacher. They both may tend to look at the activities and paperwork as
distractions to the work of the school. If this is something that the principal feels
and an attitude that the new teacher incorporates, attempts at induction practices
can do just as the respondent felt which is produce more stress for all concerned.
Perhaps it is the mandated nature of the program that creates this tension. Some
explanation of the process could help.
In our high stakes educational environment, school success is measured by
student achievement and not on the area of new teacher competence. If a BTSA
program lacks provisions for time, resources, and efforts to provide strategies to
develop new teachers shown to increase student achievement, it is unlikely that the
program will be implemented correctly. Although principals feel they are in
agreement with BTSA activities as indicated in their responses, through their roles
as leaders, their underlying beliefs lead to actions that are not consistent with the
BTSA program as a whole. For example, when principals were asked to respond to
the statement, “I work with BTSA staff to create conditions in my school that
support beginning teachers,” 44% agreed and 46% strongly agreed with the
statement. On the qualitative instrument only three percent mentioned that they

67
had ongoing interaction with BTSA support providers as they described their
practices. When asked about obstacles to providing support more than 12% listed
the lack of on-going BTSA support provider interactions as one of those obstacles. Of
course, many practices of school leaders do not get mentioned in a qualitative, open-
ended instrument and the comments of a few cannot be applied to an entire
population, but, given the fact that the lack of BTSA support provider
communication with principals was seen as an obstacle for 12% of those who wrote
comments, it is an area that warrants future study.
There was no real difference between male and female administrators,
though females reported a greater political frame of reference. Bolman and Deal
(2003) support this position indicating that political style is essential for getting
successful student outcomes. Although years of experience as an administrator had
no statistical relevance, the amount of experience principals had with new teachers
did seem relevant in that these principals operated more from the human resource
framework. Bolman and Deal state that these leaders see a relationship between
the organization and the people where each needs the other; a poor fit means a poor
product. Most principals claim they prefer the application of constructivist theory
but fail to see where teachers make use of it. There is some general confusion over
the constructivist approach to leadership and to classroom methodology and some
conflicts between the effect and declared attitudes of administrators toward the

68
BTSA program. The results indicate that principals may believe that the program
hinders the success of new teachers.
Results: Research Question Two
Research question two asked: How do administrators describe their
experience in the Beginning Teacher Support and Assessment (BTSA) program?
The first open-ended question of the survey was, What has been your experience
with the BTSA program? Some support providers are located at the school site
mentoring same grade level BTSA participants while other support providers are off
campus. From the review of the literature it is expected that having support
providers near beginning teachers in both a physical sense and a sense of work
expectations (i.e. similar grade level, bell schedules, etc.) is desirable for successful
induction. The question sought to determine how many administrators were able to
offer this ideal situation to their new teachers. Administrators were more concerned
with the quality of support offered than they were with the proximity of support.
Proximity of focus or support would mean that the provider is near the person
in need of support. This is physical and assignment proximity. It is logical to
conclude that in order to aid a new teacher, an experienced mentor should be nearby
to support, give feedback, model, reassure, and guide new teachers. The mentor
should be familiar with the assignment responsibilities of the new teacher. Ideally
the mentor and the new teacher should have direct access to each other. Thirty two

69
percent of the respondents had experience with BTSA on site support providers, 30%
off site, and 38% having had experiences with support providers on and off site.
The responses seemed to indicate that school site leaders were aware of the
positive benefits of having support providers on-site. Thirty two percent of the
respondents had experience with BTSA on site support providers. One principal
stated, “On campus support providers are more effective. The use of on-site coaches
are the most effective tool to support new teachers in their first year.” Another
stated, “On-site school mentoring is the most helpful. Some of the best
conversations happen when a new teacher stops by to borrow an extra set of crayons
which leads to other most important topics.” Several principals responded that on-
site support provided the opportunity for efficient and immediate assistance where
needed. For example, one principal stated, “It’s most effective if they are at the
same school and similar grade for better accessibility to support.” In these instances
support was provided in a timely manner. Regarding time and proximity a principal
states, “Much more can be accomplished quickly and efficiently when the provider
and new teacher are on the same site.”
Twenty-four percent indicated that they gave some type of orientation session
to new teachers. Orientation sessions were described in a number of ways. Some of
those ways involved giving personal tours of the school, meeting with new teachers
before the beginning of the school year, reviewing a teacher’s handbook with the new
teachers, and gearing on-going orientation meetings around key events in the school

70
calendar (i.e. reporting periods, parent-teacher conferences, etc). Of the
administrators who set aside special days before school began for orientation, only
4% indicated that the participants were paid for these days. Thirteen percent
stressed that these meetings were on-going and not just one-time encounters.
Seventeen of the 267 respondents indicated that they personally met with new
teachers monthly or weekly; seven said they had informal, and nonjudgmental,
meetings and an additional three spoke of their “open door” policies. Eighteen
arranged for monthly meetings with mentors, grade-level chair people, or teams
while they seemingly remained at a distance. Only three of the participants
indicated that they met with new teachers and their support providers regularly.
Thirty-eight of the 267 responders indicated that they assigned buddies or
used pairing to support new teachers beyond an orientation period. When it came to
imparting the culture of the school, administrators depended on handbooks (11 of
the 267). Two school leaders indicated that the staff had developed “a new teacher’s
handbook specific to the school assignment.” One reported asking “an involved
parent to stop by to introduce self and see if s/he needs any help.” Other ways that
were used to support beginning teachers were observations and visits (10 %), using
coaches to demonstrate lessons (2 %), feedback specific to instruction, pedagogy, and
methodology (8 %), giving release time to attend meeting (<1%) and giving release
time that allowed new teachers opportunities to observe peers (2%). Three
principals (<1%) reported giving additional funds to new teachers to supplement

71
materials such as classroom libraries. Two administrators mentioned using praise
and positive feedback. Only one said that aides were provided to new teachers. On a
social level, 6 principals fed their new teachers lunch or breakfast regularly, and two
gave gifts such as book bags or lunch totes. Only one principal indicated s/he asked
“even beginning teachers to share successful strategies they are using with
students.”
Regarding proximity of support, although the most effective support reported
occurred where the support provider was on the same staff and grade level as the
new teacher, administrators reported that where there was regularity in visits, off
site support was effective. Consistency and a supportive leader who arranged for
adequate time set aside for purposeful activities and visits from an off-site provider
could prove meaningful in supporting a beginning teacher. The availability of the
mentor who offered consistent, meaningful and valuable aid to the new teacher was
reported as effective.
Results: Research Question Three
Research question three asked: What BTSA best practices do principals
report? Open-ended question two sought to answer this question in asking
principals to describe ways in which they have successfully oriented new teachers.
People work best in environment s where they feel welcomed and comfortable. This
is seen in communities in which we live and work. Community can be defined as a
group of individuals having a sense of fellowship with each other as a result of

72
sharing common attitudes, interest and goals. Lambert (2004) extends this idea of
community as “an interconnected and complex web of reciprocal relationships
sustained and indorsed by their purposeful actions” (p. 51). This sense of fellowship
does not just happen. It must be fostered and developed. According to Lambert
(2004), one task of a leader is the building of this community. She states that
“recent efforts at teacher induction are aimed at creating a socialization process that
enables beginning educators to understand and apply common insights regarding
teaching and learning” (pg 9). The common attitudes, interest, goals and beliefs of a
community must be expressed to new members. Some of the ways of building
community are within the best practices of the BTSA program as used by the
responders to the survey: providing mentors, proximity of support, orientation
opportunities, and direct support of the principal.
More than half (53%) the principals reported that partnering/pairing mentors
or experienced teachers with beginning teachers proved to be quite effective. One
principal states, “I assign a buddy to call and welcome new teachers before school
starts, the beginning of developing a sense of collaboration among staff.” Another
stated, “I buddy them up. They join my collaborative grade level teachers and given
time to acclimate to what we do as a grade level and a school.” Almost all of the
principals who reported having worked with both on and off site support providers
stated that onsite were more effective.

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Proximity of support providers is effective to the orientation of new teachers.
Three of the principals mentioned the importance of onsite support provider’s ability
to be more effective because they are part of the culture or climate of the school.
Several principals spoke to the issue of the onsite support provider as a better match
because the provider not only is providing pedagogical assistance, but has the ability
to assimilate the new teacher into the school culture. Having worked with on and
off-site providers one principal stated, “I have experienced both and I think it’s more
beneficial to have someone on-site. They know the culture of the school and can best
adapt their input to fit into the learning community.” Another stated, “We have had
both onsite and offsite providers. I feel the onsite providers are able to better
understand the internal politics of a school while working with the site
administrators.” Another stated, “Support providers are all off campus and tend to
help the teacher, but not with the specific unique characteristics of our school
culture.”
In the area of adequate time for support, two approaches were mentioned
most as effective strategies, orientation of new teachers and administrator time with
new teachers. Twenty four percent stated having some form of initial orientation for
new teachers. One principal stated, “I provide new teachers with an extra day to
become oriented with the school before all the teachers come and ensure that they
are in a grade level with some experienced teachers.” Another stated, “I bring them
in for an orientation before the school year begins. At the orientation, we go over the

74
vision and mission of the school, have them meet with key leadership staff, including
support providers, grade-level chairpersons, support staff, custodians and office
manager. They are provided access to their classrooms, supplies, materials, books,
staff handbook. We tour the school then we do some ‘getting to know’ activities.”
Another 24% of the respondents reported their direct support as a successful
strategy in the orientation of new teachers. One principal indicated, “I have gone
over school policies, introduced them to others, let them observe other teachers at
our school, and connected them with a specific teacher at our school to act as a
mentor.” Another stated, “I have participated in the orientation with the new
teacher and the support provider, being sure that the new teacher understands that
I am an available resource. I also personally take them on a tour of the school,
preferably with the support provider. During the first week of school, I check in
with the new teacher often, to make sure they are doing okay feeling okay, and not
needing any additional assistance.”
Principals clearly see the need for orientating new teachers. They welcome
them in orientation sessions. They provide them with handbooks and direct them to
experienced staff that can introduce them to the school culture, answer many of
their questions, and supply feedback on their day to day experiences, setbacks, and
accomplishments. Many new teachers need on-going feedback from administrators
also. As the business of school picks up throughout the year, administrators need to
anticipate the obstacles to success that new teachers may experience.

75
The entire length of the induction process is an orientation for beginning
teachers and it would benefit them and the entire school community for
administrators to adapt their thinking in looking at the induction process as
something that goes beyond the first few weeks of school. Administrators provided
mentors, orientation, and direct support. Johnson (2004) supports these as
components of a successful induction program. Ingersoll (2004) supports this in his
findings of successful induction practices as stating that providing new teaches with
like-field mentors, opportunities to participate in collaborative induction programs
and planning with other teachers developed new teachers less likely to leave the
profession.
Results: Research Question Four
Research question four asked: What have been the obstacles principals have
encountered in providing sufficient opportunities for BTSA participants? For most
of the participants having inadequate time for implementation of the program was
reported as a key obstacle. There was neither sufficient time for meeting with
mentors, nor time for observations and meaningful feedback. There was no funding
to pay for substitutes to release new teachers to observe quality teaching with
follow-up time for debriefing and discussion that made the observations beneficial as
a collaborative practice. The obstacles that principals reported most, time and
money, were not unique to teacher induction programs. Time and money are
obstacles for all aspects of the public school program. Creative leaders have found

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creative means for dealing with these obstacles. Knowing the parameters of an
obstacle is the beginning of removing it.
The obstacles that principals most frequently gave were those of funds for full
implementation of an effective induction program (54%) and the lack of time
available for the BTSA program components (76%) Twelve percent of the
respondents reported offsite personnel as an obstacle to BTSA support. One
principal stated, “It is most difficult when the support provider is at a different
school, or at a different grade level at the school. The support provider serves the
new BTSA teacher best when she or he is teaching the same curriculum at the same
time.” Another stated, “An obstacle has been having offsite providers. When two
people are colleagues, they are better able to have a peer-relationship and ask for
support.” This also ties into building community. One principal stated, “There are
not enough BTSA providers.” When off site, “they have a challenging task of
developing a relationship with their mentor.”
A great number of principals (76%) reported lack of time as an obstacle to
BTSA. The challenge of time was reported in not enough mentor-mentee as well as
administrator to new teacher attention. One principal stated, “There’s never enough
time to do all the things you would like to do with your new teacher.” One principal
stated, “New teachers sometimes feel that the time spent with whole-group BTSA
activities is not as useful as one-to-one time with the support provider.”

77
Eight percent of the respondents said that they had no obstacles to report.
Thirty percent, on the other hand, indicated that time was the biggest obstacle they
had: “Rarely time to reflect,” “Insufficient time,” “Time is always an obstacle,” and
“wish I had more time to observe,” were typical responses. There were concerns
about not only the time the principals had to support the new teachers but the lack
of time new teachers had to observe peers. “Finding time and funding to provide
opportunities for BTSA participants to observe other teachers and reflect upon their
practice” is how one administrator stated this as an obstacle. Twelve percent of the
participants wrote comments that agreed with the following, “beginning teachers
have to spend too much time working on BTSA projects that are irrelevant to the
work they are doing in the classroom,” thus putting some of the blame for time
scarcity on the induction program itself.
Time concerns were the most reported obstacle; the lack of resources was a
close second. Fifty-four percent comment on the lack of money to successfully
implement BTSA requirements. Two percent had comments on lacks in the area of
human resources. The number of support providers was limited in some districts
and two principals stated that they felt a lack of support from their districts.
Another obstacle for 7 % of the respondents was that BTSA activities distracted new
teachers from the school program (i.e. preventing them from attending meetings,
participating in collaborative events on-site, etc.) One administrator expressed
concern that BTSA participants often felt isolated from the rest of the staff.

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School leaders also had concerns about ill-matched or unqualified support
providers (3%), the knowledge that new teachers bring to the classroom (6%), and
how difficult assignments and/or classroom management/ discipline problems
interfere with their ability to provide sufficient opportunities for BTSA participants
(2%). Two percent of the respondents saw attitudes of new teachers as an obstacle.
One stated; “Every so often, you may come across a new teacher who doesn’t believe
that they need assistance because they already know it all.” Another felt that
teachers who “have difficulty understanding the cognitive process and the need for
organized classroom management” represented an obstacle.
Four principals also listed old, experienced staff members as obstacles to
their supporting new teachers. They had concerns with older teachers not being
open to learn from new teachers (especially in the area of technology) and how
“sometimes a new teacher may be working with a team that is not as aware of the
challenges that the particular new teacher faces...[the more experienced staff] forget
some of the pitfalls that new teachers experience.” Proximity of support providers to
those they provide for did not seem to be an issue for this study group. Only three
principals indicated that having off-site support providers was an obstacle. One
principal’s comment sums up what many of the 267 said when asked about obstacles
when providing for BTSA participants, “Not enough funds or time.”
The administrators who responded seemed to attempt to give their support to
the BTSA program by providing mentors, orientating new teachers to the school

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community, and allocating what resources they could. Many saw the obstacles of
lack of funding and time as inherent in the system and beyond their direct control.
These frustrations are neither new to public education nor public school
administrators. The principals knew the best practices in aiding new teacher
retention, and most implemented them as they were able.

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CHAPTER FIVE: DISCUSSION OF FINDINGS
Providing a cohesive summary of this study must address the four questions
about how principals currently give support to new teachers participating in the
induction process as it is presently practiced in California. The organization of this
chapter begins by stating the questions the study sought to answer. Next, for each
question, summaries of the study are provided in relation to the literature review.
Finally, implications for practice, suggestions for further study and the conclusion
are stated.
Findings: Question 1
Research question one explored: What is the relationship of principal and
school demographics (gender, ethnicity, years as an administrator, school enrollment
with leadership style, preferred instructional methodology, and attitudes toward
BTSA? While differences in ethnicity and years of experience as an administrator
had no significant statistical relevance in the study, gender and school environment
did have minor significance. It was expected that principals who fostered a
constructivist approach in the classroom would provide more collaborative
experiences for new teachers. The results were not significant. However, principals
did indicate the constructivist approach as the preferred approach but were not
confident that teachers understood this approach. It was expected that principals
who had positive attitudes toward the induction program would demonstrate the use
of the best practices of the BTSA program. Overall, participants had a positive

81
attitude concerning BTSA but indicated there were instances in which BTSA did not
facilitate best practice.
Bolman and Deal (2003) have provided a theoretical framework for looking at
leadership styles of school principals. They identified these four frames as
structural, human resource, political and symbolic. The results indicated that
effective leaders possessed elements of the four frames presented. The school site
principal, through behaviors that characterize all four frames, structural, human
resource, political, and symbolic affect and effect new teacher induction. In the
study, two groups showed a significant number of principals who could be identified
as depending strongly on one frame to the exclusion of the other frames. One group
was identified by gender. The other seemed to be influenced by the number of new
teachers being inducted under the leadership of a principal.
When looking at gender effects, female administrators reported a greater
political frame reference for their leadership styles. For political framed leaders
what becomes important is the ability to understand and manage the political
processes in an organization. These principals can be said to organize coalitions,
make decisions based on the allocation of scarce resources, deal with the resulting
conflicts that will arise in the dynamics of that type of system, and consequently,
become involved with the bargaining, negotiating and jockeying for position as those
limited resources are sought out by competing stake holders. As Bolman and Deal
acknowledge, understanding the political frame is essential to getting successful

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student outcomes. Heavy dependence on this frame may or may not impact
beginning teachers and their retention. Further study on this question may be
needed.
The number of new teachers at a school site seems to have some influence on
administrators’ leadership style. Principals with more new teachers to support
seemed to operate more from the human resource framework as their leadership
style. Study results indicate that when there are three or more new teachers,
principals seemed to use this style. Bolman and Deal (2003) suggest that human
resource frame leaders foster the belief that the organization will look out for its
members. Leaders in these organizations see the organization as existing to serve
human needs. They see a relationship between the organization and people where
each needs the other. They see that a poor fit in the organization can make a poor
organization (and so produce an inferior product (student achievement in this case),
and that a good fit works for both the organization and the people in it (and the
product is of better quality). These leaders blend the needs of the organization with
the individual needs and are responsive to the needs of the employees. Further
study can help to discover if the pressures of having many new teachers in an
organization pushes these administrators to create an environment that is
conscientious of the challenges new teachers face; or, if having a significant group
with similar needs motivates administrators to structure and provide meaningful
ways for new teachers to navigate through the challenges they face.

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Findings: Question 2
Research question two focused on: How do administrators describe their experience
in providing sufficient opportunities for BTSA participants? When asked to describe
some of the ways they have “successfully oriented beginning teachers” at their
schools, administrators gave a great variety of answers. Orientation, coaching and
mentoring emerged as the predominate themes.
Johnson and Birkland (2003) suggested operational strategies to instill job
satisfaction and reduce attrition. Among these strategies were adjusting
assignments and workloads, providing adequate resources, maintaining the school
environment as a place of order, and providing a structure for collaboration with
peers. The principals who responded seemed to do what they can to ensure new
teachers have an appropriate assignment and access to adequate resources, and
various types of orientation. As the discussion above indicated, there seemed to be
some efforts to provide a structure where new teachers can rely on colleagues for
advice and support. Administrators seem to be able to support their new teachers.
Findings: Question 3
Research question three explored: What BTSA best practices do principals
report? The best practices that emerged prominently were mentoring, proximity of
support, providing orientation sessions and direct support from an administrator.
Principals who attend to the building of a community at the school site are in line
with the best practices of induction programs. The review of the literature indicated

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that “site administrators should understand and support the goals of the induction
program” (Bartell, 2004). It seems clear that most of the responders understand the
goals of the induction program but may not understand their roles in the program.
As Ingersoll (2001) indicated on-site administrative support has a great impact on
attrition and turnover. Beginning teachers who feel supported by the administrator
are less likely to leave in the critical three year period.
In looking at the best practices in providing support to BTSA participants
that principals reported, points of reference are needed. Returning to Carol Bartell
in Cultivating High Quality Teaching Through Induction and Mentoring (Bartell,
2005), “site administrators who understand and support the induction activities are
able to work more effectively with those who also provide support to ensure new
teacher success” (p.50). Using Bartell’s measures, successful actions of an effective
administrator would include fostering a productive climate, matching mentor or
support provider with the new novice, monitoring and ensuring that the activities on
site take place, keeping the focus of all participants on the state identified standards
and goals, and the dissemination of information and up-dates to those participants.
Only 14 % of the 267 respondents provided mentors or buddies for new teachers; of
that, only 6% used language that suggest that they matched the supporters with the
new teachers. “[I] talked with particular teachers about having BTSA teacher. I
match them” is how one participant described their practice. This is far different
from “assigning a buddy” or “paired them up” which is the language most of the

85
principals used. Most principals indicated that they monitor activities but it seems
that a great many leave the focusing on state identified standards and goals to
teams and support staff.
In the literature review a 2004 study by Smith and Ingersoll was cited. In
What Are the Effects of Induction and Mentoring on the Beginning Teacher Turnover,
Thomas Smith and Richard Ingersoll analyzed induction programs to see if they had
a positive effect on new teacher retention. They came up with four types of
induction programs: (1) no program, (2) a basic program, (3) a basic program that
included collaboration, (4) a program that added teacher networking opportunities
and extra resources. At its most basic, a program had to provide teachers with a
mentor and some communication with an administrator. At the third level teachers
had collaboration with peers and seminar participation added to their programs.
The fourth type of induction program had opportunities for external networking
experience for beginning teachers and additional resources. These included
additional preparation time, a reduction in preparation steps, and the assigning of a
classroom assistant. With these parameters in mind, 40 % of the study participants
can be said to offer a basic program since they provided new teachers with a mentor
and offering some communication with the administrator. Smith and Ingersoll
(2004) indicate that additional resources had no impact on new teacher retention
and only three of the 267 principals could be said to offer a program at the fourth
level. Fifteen percent did seem to place an emphasis on collaboration. “We have a

86
PLC model at our school and teachers meet frequently in grade level teams to plan
instruction and intervention,” was a comment echoed by ten percent of the principals
responding.
This study found that some schools reported successful induction program
when they offered orientations, mentoring and observation opportunities to new
teachers. Fourteen percent of the administrators responding did offer orientations.
This is similar to the study by Johnson (2004) which highlighted the importance of
new teacher orientation. Johnson listed some key components of a successful
induction program. Those components included (1) new teacher orientation, (2) a
teacher retreat, (3) new teacher seminars, (4) mentoring, (5) coaching, (6) classroom
observations, and (7) new teachers observing other teachers (2004). When the
practices of the administrators of this study are looked at in this light (regarding
measure) 14 % offer new teacher orientation, none of the principals reported having
a teacher retreat. Three principals had new teacher seminars. Number four
(mentoring) was met by 14 % of the respondents. Two school leaders mentioned
using coaches to demonstrate lessons, while another ten mentioned the use of
literacy coaches or general curriculum coaches. Ten percent made use of classroom
observations and though most yearned to make use of peer observation, only six out
of the 267 indicated that they were able to make time for these observations to
happen.

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With this criteria used to evaluate induction programs, most of the
participants did not make use of the best practices. It must be noted that for many
there were circumstances that prevented the use of best practices. Time and
resources seemed to be more of an issue than lack of knowledge about the best
practices for induction plans. Few administrators have the funds for retreats, the
time for observations, or the resources to release teachers to observe peers.
Thomas and Ingersoll (2004) found that providing new teachers with like-
field mentors, opportunities to participate in collaborative induction practices, and
planning with other teachers developed new teachers less likely to leave the
profession or change schools. These are all components of the BTSA programs
design though they may not be evident in the implementation of the program.
Fundamental to the topic of this dissertation is their finding that “regular
supportive communication with the school principal…was associated with reducing
the likelihood of both leaving and moving” (p.23) As reported above, only 9% of the
respondents indicated that they provided instructional feedback. Only 2
administrators indicated that they made sure to include supportive, positive praise
that would indicate support, and seven sought out opportunities for “informal,
nonjudgmental meetings”. Of course, most of this data comes from a qualitative
instrument of study. The development of qualitative measurements for the
examination of best practices would be beneficial to school site leaders, and provide
an instrument that could be used to evaluate the effects of these practices.

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Findings: Question 4
Research question four asked: What have been the obstacles principals have
encountered in providing sufficient opportunities for BTSA participants? There
were two findings related to research question 4. More than half of the respondents
commented on the lack of money to successfully implement the BTSA requirements.
A third indicated that time was their biggest obstacle. In the literature Johnson and
Birkland (2003) listed “providing sufficient resources for teaching” as one of the
strategies that would help reduce school staffing problems. If funds and time are
identified as resources, it is clear that this is a major obstacle to the retention of new
teachers. These obstacles interfere with the ability of leaders to maintain an orderly
work environment where new teachers can rely on colleagues.
Implications for Practice
There are three implications that can be presented. They are increasing
administrator’s knowledge of research, use of these best practices, and giving
opportunities for communication and collaboration. Raising the awareness of school
administrators of the best practices of induction programs is a vital step that needs
to be taken. These best practices need to be implemented on school sites. There
needs to be more opportunities for observations of new teachers and meaningful
feedback from administrators. Teaching staffs need the opportunities for developing
collaborative practices.

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Most of the principals did not make full use of the best practices that could be
implemented because of the lack of funds and time to engage in activities such as
monitoring, classroom observations and meaningful feedback. In order to do better,
individuals must know what better means. Administrators need to know the
research and communicate it to their staffs. Principals should be informed as to the
best practices and how they support new teacher retention. The awareness of school
administrators needs to be raised in regards to the practices that are successful and
how they can implement those that are not based on funds or time. Most of the best
practices for induction programs, for example collaborative cohorts and lesson
scaffolding, observations and reflective conversations with staff are also best
practices for student achievement. Finding ways to help all teachers understand
and use the latest educational research, introducing the analysis of achievement
data and the use of its results to inform lesson planning, and articulating effective
teaching practices could motivate and inform educators to provide quality education
for all students. It would help principals to make common use of these practices at
their school sites.
Recommendations for Research
There are three main areas that warrant further research. Looking at how
the BTSA program is implemented in real practice, measuring the success of the
program in longitudinal studies and developing instruments that measure and
evaluate indicators of successful communication are all areas that can be

90
researched. Truly measuring the success of induction programs in raising student
achievement rates and reducing attrition is needed to quantify what are the best
practices of these programs. A survey that looked at best practices in a quantitative
way would be helpful for principals to report ways in which they support beginning
teachers. Further study is needed as to what administrators can be expected to do
to create supportive and positive experiences for new teachers despite the obstacles
of funding and time restrictions. The development of quantitative measurements for
the examination of best practices would be beneficial to school site leaders, and
provide an instrument that could be used to evaluate the effects of these practices.
Given the fact that lack of BTSA support provider communication with principals
was seen as an obstacle for some of the respondents who wrote comments, it is an
area that warrants future study as to how communication presently is accomplished
and what the research says about effective communication.
Concluding Thoughts
The administrators who participated have an understanding of the
responsibilities involved in inducting new teachers. As principals, they are called
upon to take on this responsibility and be a part of a process that could slow down
the attrition rates being experienced in the state of California. Many seem to be
willing but do not have the time and resources to fulfill this important task. School
site administrators have always had to fill many roles and be efficient time
managers. With the reduction of funding for public education, more and more

91
operational activities have been saddled on administrators taking them further and
further from the instructional leadership tasks that should be their first concern.
Part of this task is seeing that new members to the profession have an environment
in which to grow and develop as teachers who are able to impart knowledge to
students in a way that can be evidenced on a variety of assessment tools. When
principals do not have the time, resources, or support needed to cultivate a positive
environment for new teachers, student achievement suffers along with the ability to
retain successful teachers. Along with the understanding of what the BTSA
program is, principals need time to make the connections between their leadership
styles, site needs, student populations and those best practices of teacher induction
so that they can be implemented and fostered on their campuses.
Unless steps are taken to insure that instructional leaders are supported in
implementing the induction program so that they can, in turn, support new teachers
to the point where they have the ability to become qualified teachers, it is unlikely
that attrition rates will slow or that the number of proficient and prepared students
will increase. As financial recession and budget constraints take their toll on our
city, county, state, and federal funding policies supporting our education systems,
we see the induction process for new teachers disrupted and interrupted. New
teachers are the first to go when cuts are made. Many find themselves in charter
schools that may or may not have the commitment to provide support for them.
Given that many charters are still developing their culture, new teachers have a

92
unique opportunity to be a part of that excitement or may become isolated and
disillusioned as predictable and unforeseen shifts occur in that developing culture.
I began by relating the story of a new teacher who dissolved into tears and
doubt after two months in the classroom. With what I have learned, I would have to
say that the story that opened this study is going to be repeated in the next few
years unless and until conscientious and sufficient support is provided to the school
site administrator to effectively assist in developing and sustaining a high quality
teaching force.

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REFERENCES

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Mentoring. Corwin Press. A Sage Publications Company, Thousand Oaks,
California USA.

Bartell, C. A. (1995). Shaping Teacher Induction Policy in California. Teacher
Education Quarterly, 27-43.

Berube, W., Gaston, J., & Stepans, J. (2004). The role of the principal in teacher
professional development. NOVAtions Journal, 2004(1).

Blase, J. & Blase, J. (1999). Principals’ Instructional Leadership and
Teacher Development: Teachers’ Perspectives. Educational Administration
Quarterly, 35(3) 349-378.

Bogler, R. (2001). The Influence of Leadership Style on Teacher Job Satisfaction.
Educational Administration Quarterly, 37(5), 662-683.

Bolman, L. G. & Deal, T. E. (2003). Reframing Organizations – Artistry,
Choice, and Leadership (3
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ed.). San Francisco, CA: Jossey Bass.

Brewster, C., & Railsback, J. (2001). Supporting Beginning Teachers: How
Administrators, Teachers, and Policymakers Can Help New Teachers Succeed.
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California Commission on Teacher Credentialing, Standards of Quality and
Effectiveness for the Beginning Teacher Support and Assessment Programs.
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Carver, C. L. (2002). Principals’ Supporting Role In New Teacher Induction
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Charlotte Advocates For Education. (2004). Role of Principal Leadership In
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Ingersoll, R. M. (2001). Teacher Turnover and Teacher Shortages: An
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499-534.

Jindra, S. A. (2001). The Impact of The California Beginning Teacher Support and
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Johnson, S. M. (2004). Finders and Keepers: Helping New Teachers Survive and
Thrive in Our Schools. The Project on the Next Generation of Teachers. San
Francisco, CA: Jossey-Bass Publishers USA.

Johnson, S. M., & Birkland, S. (2003). Pursuing a “Sense of Success”: New Teachers
Explain Their Career Decisions. American Educational Research Journal,
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Lambert, L., Walker, D., Zimmerman, D.P., & Cooper, J.E., et al. (2002). The
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APPENDIX A
SURVEY PROTOCOL

Survey Code
______________
Part I

Principal Survey

This survey is designed to collect perceptions regarding organizational changes in
the Beginning Teacher Support and Assessment program (BTSA) that may help
retain highly qualified urban teachers. The changes identified are in three areas
involving: a) leadership within the organization, b) school culture and the impact of
district policies, and c) the rate of success of the BTSA program.

Your survey has been coded to ensure confidentiality and your individual responses
will be published as part of group data. You may choose not to answer any questions
or withdraw your response data at any time.

Demographic Information

Please check the categories that best describe your school type.
_____Elementary (K-6 or K-8) _____Middle School (6-8 or 7-9) _____High
School (9-12)

What is you school’s instructional calendar? _____Year Round (12 months)
_____Traditional (9 months)

What is your student enrollment? ____________

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How many beginning teachers (0-3 years experience) make up your teaching staff?
_______

The following seven questions are only for data comparison purposes.
What is your gender? _____male _____female
With which ethnic group do you identify? ________________________
How many years did you serve as a teacher? _______ List grade levels taught:
_________
How many years have you held a position as an administrator? _______
Where did you complete your education? Undergraduate and graduate degrees and
subject areas, teaching credential, and other certificates (BClAD, CLAD, etc.,
administrator
academies)____________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________
Do you know what the Beginning Teacher Support and Assessment program is?
_____Yes _____No
Do you directly work with teachers in the BTSA program?

99
Part II
Leadership Orientations
1

This questionnaire asks you to describe yourself as a manager and leader. For each
item, give the number ‘4’ to the phrase that best describes you, ‘3’ to the item that is
next best, and on down to ‘1’ for the item that is least like you.

My strongest skills are:
_____ a. Analytic skills
_____ b. Interpersonal skills
_____ c. Political skills
_____ d. Flair for drama

The best was to describe me is:
_____ a. Technical expert
_____ b. Good Listener
_____ c. Skilled negotiator
_____ d. Inspirational leader

What has helped me the most to be successful is my ability to:
_____ a. Make good decisions
_____ b. Coach and develop people
_____ c. Build strong alliances and a power base
_____ d. Inspire and excite others

100
What people are most likely to notice about me is my
_____ a. Attention to detail
_____ b. Concern for people
_____ c. Ability to succeed in the face of conflict and opposition
_____ d. Charisma

My most important leadership trait is:
_____ a. Clear, logical thinking
_____ b. Caring and support for others
_____ c. Toughness and aggressiveness
_____ d. Imagination and Creativity

I am best described as:
_____ a. An analyst
_____ b. A humanist
_____ c. A politician
____ d. A visionary

____________________________

1
Taken from Leadership Frameworks, by Leadership Learning Community,
1988, Brookline, MA: Author.

101
Part III
Constructivist Theory
Principal
1
The following paragraph describes observations of two teachers’ classes, Ms. Hill’s
and Mr. Jones’. Answer each question below by checking the box under the column
that best identifies your perception.

Ms. Hill was leading her class in an
animated way, asking questions that the
students could answer quickly; based on
the reading they had done the day
before. After this review, Ms. Hill taught
the class new material, again using
simple questions to keep students
attentive and listening to what she said.
Mr. Jones’ class was also having a
discussion, but many of the questions
came from the students themselves.
Though Mr. Jones could clarify
students’ questions and suggest where
the students could find relevant
information, he could not really answer
most of the questions himself.

Strongly
Agree
Agree
Strongly
Agree
Agree
Ms. Hill Ms. Hill Mr. Jones Mr. Jones
1. Which type
of class
discussion are
you more
comfortable
letting your
teachers have?

2. Which type
of discussion do
you think
teachers prefer
to have?

102
3. From which
type of class
discussion do
you think
students gain
more
knowledge?

4. From which
type of
discussion do
you think
students gain
more useful
skills

_______________________________________

1
From Constructivist-Compatible Beliefs and Practices Among U.S. Teachers:
Teaching, Learning, and Computing-1998 National Survey (Report #4), by J.L.
Ravitz, Information Technology and Organization, and University of Minnesota.

103
Part IV
Beginning Teacher Support and Assessment Principals’ Survey

Site administrators are well prepared to assume their responsibilities for supporting
beginning teachers in the BTSA program. Preparation includes both the
development of knowledge about beginning teacher needs, and the development of
an understanding of the importance role of the principal in supporting each
component of the BTSA program.
Below are 14 statements related to the BTSA program. Please place a check mark
on the column that corresponds to your belief that these practices happen at your
school.

Strongly
Disagree
Disagree Agree
Strongly
Agree
1 2 3 4
1. I work with
BTSA staff to
create
conditions in
my school that
support
beginning
teachers.

2. The BTSA
program has
strengthened
teachers’
performance by
developing
leadership
skills.

3. I have a
clear image of
what the BTSA
program is
trying to
accomplish.

104
4. Beginning
teachers
receive an
orientation
about site
resources,
procedures, and
school policies.

5. Beginning
teachers
receive
additional
assistance in
teaching the
core curriculum
to diverse
students.

6. Beginning
teachers are
likely to be
assigned to
teach more
challenging
classes.

7. I have
participated in
professional
training
designed to
give me
thorough
knowledge of
the BTSA
program.

105
8. BTSA
support
providers
coordinate
mentoring
activities with
the professional
development
activities/them
es at my school

9. The BTSA
support
provider gives
me frequent
feedback about
BTSA program
activities.

10. Beginning
teachers in the
BTSA program
are able to
relate to me the
specific type of
assistance they
need.

11. I provide
my beginning
teachers
feedback on
classroom
teaching.

12. Beginning
teachers get
immediate
assistance from
an experienced
teacher.

106
13. The BTSA
program has
made a
contribution to
the professional
development of
teachers in my
school.

14. I encourage
teachers to go
out of their way
to help new
teachers feel
included in our
school.

The focus of this portion of the survey is to determine your perception of the BTSA
program. Please answer the next 3 open-ended questions.

1. Some support providers are located at the school site mentoring same grade level
BTSA participants while other support providers are off campus. What has been
your experience with the BTSA program?

107

2. Describe some of the ways you have successfully oriented beginning teachers at
your school.

3. Describe obstacles you may have encountered in providing sufficient
opportunities for BTSA participants.

108
APPENDIX B
COVER LETTER
March, 2010
Dear Participant,

I am a doctoral student at the Rossier School of Education at the University of
Southern California. I am completing my dissertation entitled “The Role of the
Principal in New Teacher Development Under the California Beginning Teacher and
Support Program.” Your participation in this study will provide valuable
information to better understand the BTSA program’s success in local schools.

Currently, California’s Beginning Teacher Support and Assessment Program has
emerged to address the attrition rate of new teachers, and it is now part of the
requirements new teachers need to complete their clear teaching credential. In
2001, the BTSA program targeted assistance to 29,800 first and second year
teachers in California, making the program the largest induction program in the
United States (Olebe, 2001). In addition to creating the BTSA program, Senate Bill
142 required the Commission on Teaching Credentialing to conduct a comprehensive
evaluation of the requirements for earning or renewing credentials. This added the
requirement for the completion of a two-year induction program to earn a teaching
credential. BTSA has become the principal induction route for educators in public
schools.

Your participation will not only support my personal goal of completing my
doctorate, but it will also contribute to the area of teacher education, policy
implementation and teacher retention. Your responses are important because they
will illustrate how administrators support the new teachers.

Thank you for your time and support.

Sincerely,
Denise Pratt
dpratt@usc.edu

Abstract (if available)

Abstract There are several types of teacher induction programs that have been in existence for over the last ten years, such as university and school district in-house programs that have primarily carried the responsibility of developing new teachers. The responsibility of these structures in training and developing these beginning teachers has been insufficient as continued attrition rates demonstrate. Creating an environment that includes professional development that is focused on meeting the needs of new teachers is both an operational as well as instructional imperative. With the Beginning Teacher Support and Assessment (BTSA) program in California, principals are in a position to develop an on site system that promotes teacher development.

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Asset Metadata

Creator Pratt, Denise Marie (author)

Core Title The role of the principal in new teacher development under the California Beginning Teacher Support & Assessment Program

School Rossier School of Education

Degree Doctor of Education

Degree Program Education (Leadership)

Publication Date 09/20/2010

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag California BTSA program,OAI-PMH Harvest,principal's role in new teacher development

Place Name California (states)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Baca, Reynaldo R. (committee chair), Fischer, Linda A. (committee member), Garcia, Pedro E. (committee member)

Creator Email dprat1@lausd.net,dpratt@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-m3458

Unique identifier UC1448620

Identifier etd-Pratt-4028 (filename),usctheses-m40 (legacy collection record id),usctheses-c127-386274 (legacy record id),usctheses-m3458 (legacy record id)

Legacy Identifier etd-Pratt-4028.pdf

Dmrecord 386274

Document Type Dissertation

Rights Pratt, Denise Marie

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Repository Name Libraries, University of Southern California

Repository Location Los Angeles, California

Repository Email cisadmin@lib.usc.edu