Date of Award


Document Type


Degree Name

Doctor of Education (EdD)


School of Education


The purpose of my study was to explore the perceptions and experiences of inductive teachers in secondary education. My purposive sample included 11 licensed, inductive teachers from 10 different schools spanning eight school districts within a large metropolitan area of the Pacific Northwest. I used personal interviews, within a microethnographic research design, to explore four issues related to inductive teachers: (1) the process of entering the teaching profession, (2) significant personal and professional transitions, (3) motivations for remaining or not remaining in the field, and (4) perceptions on self-defined roles. Five thematic claims emerged from the results of my research study. First, the high desire and ability of inductive teachers to build and maintain significant relationships is a principal reason why they enter, and remain in, the teaching profession. Second, the notable presence or noticeable absence of collegial relationships is the most significant difference between inductive teachers who view their professional entry experiences as manageable versus stressful, respectively. Third, the use of a priori teacher typologies provides a valid and reliable way to gain insight into the level of emotional development and career-stage maturity of inductive teachers, thus suggesting the most appropriate workload demands. Fourth, inductive teachers perceive decidedly different rewards for being in the profession, and attempts by administrators or educational policy-makers to use a one-size-fits-all approach to inductive teacher retention is not likely to be effective. Finally, the more that teacher encompasses an inductive teacher's personal identity, the higher the level of accountability that inductive teacher will have toward being a mentor of not only students, but also of other colleagues and community members.

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