The Benefits of the Hawaii Induction Programs for the Norwegian Education System
Alternative Title
Abstract
The Hawaii State Department of Education envisions that all teachers will participate in a comprehensive three-year induction program at the beginning of their careers. This study investigates what this experience is like for beginning teachers. Furthermore, this study looks at the positive outcomes of the program and proposes ideas for implementation in the Norwegian Education System's mentoring program, which is just underway. This study considers the factors that contribute to a successful mentor-mentee relationship. Using a mixed-method design, the researcher conducted an electronic survey and interviews, together with an analysis of retention data. This study used convenience sampling, and the sample consisted of twenty-three teachers from kindergarten to high school. The survey and interview measures included in-depth questions that allowed the participants to provide the researcher with better information about the induction program. Along with the theory researched in the literature review, the study revealed certain strategies that work better than others. In particular, the findings showed that most of the participants were happy with their mentor and that they felt they had received useful guidance during their first years of teaching. The research will provide the Norwegian education system's mentoring program with helpful information about the importance of a good relationship between a mentor and a mentee for a beginning teacher, who wishes to remain in the profession.
Description
Capstone Project
Citation
Publisher
Hawaii Pacific University