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INNOVATION: A CASE STUDY OF AN

Número 9 / DICIEMBRE, 2019 (21-29)

ENGLISH TEACHERS’ INDUCTION

INNOVACIÓN: UN ESTUDIO DE CASO

DE LA INDUCCIÓN DE PROFESORES DE

INGLÉS

Elisabeth Luisa Rodas

Brosam

elisabeth.rodas@ucuenca.edu.ec.

Recibido:

02/03/2019

Aceptado:

12/07/2019

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(21-29)

Número 9 / DICIEMBRE, 2019 (21-29)

Abstract

The induction of new English teachers is not often made the focus of language

programs. In many institutions, the orientation experience receives little

attention, resulting in work-related stress at the beginning of an instructor’s

teaching contract. Consequently, not only the quality of teaching is affected

but also the teachers’ motivation and perception of the program. This

research article analyses the results of a case study of an innovation to a

new teacher induction in a language program in the city of Cuenca,

Ecuador. For this, the case study was based on two-way communication

between the administration and the teaching staff through direct feedback,

the consideration of language program management principles, as well as

the application of a teacher survey after implementation. As a result, the

innovation to the induction of new teachers seemed to reduce teachers’ job-

related stress during the first week of classes, thus helping to create a

learning environment where the program, its teachers, and its students

benefit as a whole.

Keywords: program management, new teachers, induction, orientation,

innovation

Resumen

La inducción de profesores nuevos usualmente no es el foco de un programa

de inglés como lengua extranjera. En muchas instituciones, la experiencia

de los profesores con respecto a su orientación recibe poca atención, con

el resultado de estrés, relacionado con el trabajo, al comienzo de su

contrato. En consecuencia, no solo la calidad de la enseñanza se ve

afectada, sino también la motivación del profesor y su percepción de su

lugar de trabajo. Este artículo de investigación analiza los resultados de

un estudio de caso de una innovación a la inducción de profesores nuevos

de un programa de lenguas en la ciudad de Cuenca, Ecuador. Para esto, el

estudio de caso se basó en la comunicación bidireccional entre la

administración y el personal docente por medio de retroalimentación

directa, la consideración de principios administrativos de programas de

lenguas, así como la aplicación de una encuesta a los profesores después

de la implementación. Como resultado, la innovación de la inducción de

profesores nuevos parece haber reducido el estrés laboral de los profesores

durante la primera semana de clases; así, ayudó a crear un ambiente de

aprendizaje donde el programa, sus profesores y sus alumnos se benefician

en general.

Palabras clave: administración de programas, nuevos profesores,

inducción, orientación, innovación

INNOVATION: A

CASE STUDY OF AN

ENGLISH TEACHERS’

INDUCTION

INNOVACIÓN: UN

ESTUDIO DE CASO

DE LA INDUCCIÓN

INGLÉS

INNOVATION: A CASE STUDY OF AN ENGLISH TEACHERS’ INDUCTION

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INTRODUCTION

A key aspect which directly influences successful

instruction is how well a language program meets

the needs of its teaching staff. This is relevant since

factors that influence teachers also have an effect

on their students, as has been evidenced through

different educational research (Curby, Rimm

Kaufman & Ponitz 2009; Darling-Hammond

2017; Frenzel, Goetz, Lüdtke & Pekrun 2009;

Hinnant, O’Brien & Ghazarian 2009).

One important step towards meeting the needs of

the teaching staff is by ascertaining that an

institution’s newcomers receive training from the

beginning of their teaching contract by means of

an adequate induction, thereby preparing them to

face the challenges of the program and lowering

the rates of attrition (Ingersoll & Strong 2011).

Although induction can encompass various areas,

such as planning, mentoring, and other types of

teacher development (Geddes & Marks 2012;

Ingersoll & Strong 2011), herein induction

specifically refers to orientation (curriculum

information and socialization) before starting

teaching. In this sense, as a professional practice,

an orientation is “designed to facilitate the entry of

new recruits to an organization and to equip them

to operate effectively within it” (Trowler & Knight

1999:178).

A program’s induction through orientation, as an

information and socialization mechanism (White,

Hockley, van de Horst & Laughner 2008), is meant

to help lower new teachers’ level of anxiety. As

such, it serves to introduce teachers to what is

expected of them in their new jobs, what needs to

be done, and what should be avoided (De Cenzo

& Robbins 2010). In fact, the importance of a

teacher’s induction can be seen in three areas.

In the first place, an effective induction addresses

the issue of work-related stress. Not having enough

information about a program from the beginning

of an instructor’s contract contributes to what is

known as occupational stress, “the experience by

teachers of unpleasant negative emotions, resulting

from aspects of their work as a teacher which is

triggered by a perception of threat in dealing with

the demands made upon them” (Kyriacou 2011:1).

In effect, the success or failure of an induction

could influence their overall feelings of well-being

during their first weeks of teaching.

Second, the induction also serves to introduce

teachers to a program’s culture, understood as how

things are done in a particular environment (White

et al. 2008); this could include from understanding

what is expected in regards to assessment to what

procedures to follow when addressing student

behavior and plagiarism issues, for example.

Understanding of the program’s culture could

contribute to a teacher’s favorable or unfavorable

perception of it.

Finally, induction is also directly connected to

the achievement of high standards in the language

service provided when new instructors are

selected and trained adequately (White et al.

2008). The time and effort spent on an adequate

induction would likely result in increased quality

of the academic instruction provided and the

teachers’ success in addressing the needs of the

students, as well as the prevention of possible

misunderstandings (Soppelsa 2012).

However, if an induction through orientation is

not working well, it needs to be innovated to meet

the teachers’ needs. In this case, aspects of a

program can be renewed, such as the orientation,

to become innovations when they are understood

as better than what has been experienced before

and based on an “informed change” (De Lano,

Riley & Crookes 1994:489), improvement being a

key characteristic of an innovation, or if they are

perceived as new to a group or an individual

(Rogers 2003). Unlike change, which can happen

without any intervention and might not result in

improvement, innovation is purposeful and

deliberate in creating improved practices that

result in innovations (Stoller 2009, 2012). Both

these words, innovation and change, are used here

with the second meaning intended. Additionally,

innovation in education has the potential to make

the program responsive, flexible, and self-

renewing (Hamilton 1996). An innovation should

be guided by clear language program management

principles to help it achieve a higher probability of

success in its implementation (Stoller 2009).

Based on these considerations, this research article

aims to present the results of an innovation

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to the induction of new foreign teachers to an

English language program in a city in the southern

Ecuadorian Andes. The innovation came about due

to the internal evaluation by the program’s teachers

and implemented by the language program’s

administration (i.e. Director of Studies). First, the

methodology used to analyze the information is

presented as well as information regarding the

English program and its teaching staff. This is

followed by the results and discussion which

present the process of innovation.

METHODOLOGY

Based on a qualitative approach, this research

article reports a descriptive case study (Stake 1995)

undertaken to analyze the process of innovation to

an induction of new foreign teachers in an English

language program, located in the city of Cuenca,

Ecuador.

To analyse the implementation of the innovation,

data collection included several sources (Stake

1995; Yin 2003), such as written records of teacher

feedback from the program’s teacher forum, an

interview with the English Program’s President of

the Board, and review of the program’s original

induction documents. Additionally, an anonymous

and voluntary paper-based survey was applied to

the teachers for the January-March cycle who

experienced the new induction session (n=12).

The participants were informed of the purpose of

the survey and signed a consent form to be part of

the study. The six-item survey combined closed

and open type questions; the questions aimed to

obtain direct feedback from the teachers regarding

the effectiveness of the orientation, which areas of

the orientation needed more development, and

additional general observations.

The analysis of this case study is developed in two

stages. The first stage presents a description of the

participants’ background and teaching

requirements to be part of the language program

as well as information regarding the new teacher

orientation session before the innovation. The

second stage analyzes the implementation of the

new induction based on the phases proposed by

the Innovation Diffusion Process (Stoller 1994,

2012) initiation, implementation, and diffusion.

THE PARTICIPANTS

The English program’s teaching staff is mainly

composed of native or fluent English speaking

teachers with a level C1 according to the Common

European Framework of Reference (CEFR 2018).

The teachers are recruited principally, but not

exclusively, from countries such as the United

Kingdom, the United States, Canada, and

Australia.

Candidates are required to have a university

degree (not necessarily in language education) and

CELTA (Certificate in Teaching English to

Speakers of Other Languages), TEFL (Certificate

in Teaching English as a Foreign Language) or

TESOL (Teaching English to Speakers of Other

Languages) certificate. Teaching experience is

ideal but teachers having just finished a certificate

program, as indicated above, could also be

recruited.

Since the program’s inception, the number of

teachers has increased steadily based on the rise in

student numbers. For example, in 2006 there were

between 30 to 35 teachers on staff each ten-week

cycle; when the study took place, the program had

over 50 teachers on staff to cover the needs of a

growing student body. The English program is in

charge of the English Director of Studies (DOS),

who reports directly to the President of the Board.

Once in the program, teachers are assigned

between three to four classes per ten-week cycle;

the number of students in each class varies from

3 to 15. Teaching contracts range from a minimum

of nine months to two years, depending on the

availability of the instructors. These short

contracts as well as the nature of the teachers’

foreign status and level of experience directly

affect the hiring and training processes, as well as

the topics covered in an induction.

Without much variation until January 2015, new

teachers received an induction through orientation

consisting of a one-morning session (approximately

3 hours). First, newcomers were introduced to the

curriculum to be followed (textbooks to be used,

divisions of levels, extra material available, etc.);

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then they were given general information about

the program (e.g. visa information, payment

procedures); and finally, they were taken on a tour

of the three different branches of the program and

a short city tour, which included showing foreign

teachers key institutions of interest for their time in

the country (e.g. bank, post office, tourist office).

Thus organized, the orientation was felt to serve

the purpose of socializing new teachers into the

program (De Cenzo & Robbins 2010). The

induction was managed by the Director of Studies

(DOS), the Assistant Director (ADOS), and the

lead teacher, the latter a senior member of the

teaching staff with additional administrative

duties.

However, starting in 2012, the orientation was also

followed by additional curriculum guidance in the

form of short workshops (1 hour to 1½ hours each)

dealing with specific academic aspects of the

program (assessment, children’s courses, and

writing portfolio courses) spread throughout the

first week of class. Only the assessment workshop

was mandatory to all new teachers (NT). Teachers

were required to attend the other two workshops

only if these had been assigned to them. However,

NT attended on average at least two workshops

during their first teaching week.

RESULTS AND DISCUSSION

The results and discussion section describes the

implementation of the innovation. The innovation

in this case study followed the three phases of the

process of innovation for Intensive ESL Programs

(Stoller 1994): the initiation phase, the

implementation phase, and the diffusion phase.

First, the initiation phase began with a preliminary

step consisting of the analysis of teacher feedback,

which highlighted the need to improve the

induction session. Having gone through

orientation, new teachers in the September-

December cycle, before the study took place, gave

voice to their dissatisfaction with how things were

done by providing feedback through the teacher

forum at the end of their first teaching period. This

is relevant since in Stoller’s study of diffusion

of innovation in Intensive ESL Programs, the

Dissatisfaction Factor “plays the strongest

facilitative role for innovations” when dealing

with personnel issues (1994).

When established, the forum’s purpose had been

to give teachers the opportunity to voice their

concerns and suggestions about the English

Program as a whole, serving as a mechanism to

determine its level of effectiveness (Everard,

Morris & Wilson 2004) and as a source of open

communication with the administration.

From the administration’s perspective, the forum

was meant to serve the purpose of turning teachers’

possible dissatisfaction into opportunities to make

things better for all concerned. As such, through

open dialogue between the administration and the

program’s English teachers, the forum played a

key role in conveying the dissatisfaction with the

orientation. The ADOS conducted the forum

meeting and all comments and suggestions were

reported anonymously in writing to the DOS.

The results of the analysis of the teacher feedback

indicated that there were two problems, in other

words, the Dissatisfaction Factor (Stoller 1994), as

presented by the teachers: first, the additional

curriculum guidance during the first week of

classes was too stressful and overwhelming as it

happened while teachers were adjusting to an

unknown education system (Soppelsa 2012).

Newcomers felt that receiving information about

their courses after these had started, while at the

same time trying to plan lessons, adjust to their

teaching schedules, and deal with cultural changes

as foreigners, was overwhelming. This situation

seemed to create work-related stress, anxiety, and

frustration; in other words, it was the cause of

dissatisfaction which needed to be cleaned up

(Herzberg 1975).

The second problem resided in the delay in the

reception of key information about particular

courses, affecting students and the pacing of the

course as well as having a direct effect on the

quality of instruction. It meant that certain

activities that should have been done on the first

or second day of classes with specific courses

were delayed because educators did not receive

this information until the middle or end of the first

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week during the workshops. As a result, teachers

and students were affected by how the orientation

was done.

Once the problems had been determined, another

step in the initiation phase involved the

administration’s evaluation of the situation,

determination to improve the induction session,

and decision to proceed (Stoller 2012). Thus, an

assessment was made of the possible changes and

implications (positive and negative) that a new type

of induction could bring. Because the innovation

required few resources for implementation, the

Viability Factor which deals with how those

concerned see the innovation “as easy to develop

and beneficial to implement” (Stoller 1994:317), it

was deemed feasible and appropriate.

In conjunction with the ADOS, the DOS

restructured the orientation by changing it to a

three-day induction instead of a one-day induction

in order to provide curriculum guidance of all the

program’s academic aspects before classes started.

As a result, instructors would be prepared to teach

any type of course no matter their teaching

assignments, a key difference as now they would

have all relevant information from the beginning.

The three-day induction then was divided into six

mini-sessions, two per day, each lasting an hour

and a half approximately, unlike the previous

induction which lasted three hours on one day.

The first-day mini-session maintained the same

structure as the original one-day orientation

(general information, visit to school branches, and

city tour).

The second phase of the process of innovation, the

implementation phase, was based on the

administration’s decision to proceed. This phase

meant moving the innovation from an idea into

practice (Stoller 2012). The new teachers were

informed via email of the three-day induction, so

travel arrangements could be made based on

this change. Except for two teachers, who later

had separate individual meetings to receive

information missed, all other NT arrived on time

for orientation.

Although the newcomers had not experienced the

previous type of orientation and every aspect of

the program was ‘new,’ during the interviews

with the DOS about the position, they had asked if

and what type of orientation was provided, thus

indicating a positive disposition to receive

induction to help them better understand and

become part of the program.

This preliminary interest in the induction is

connected to the teachers’ later perception of

success or failure of the innovation, an important

aspect in any undertaking (Stoller 2012). Having

made the necessary preparations, the new induction

through orientation of new teacher was carried out

a week before classes started.

The final phase of the process, the diffusion phase,

was carried out to determine if the new orientation

had accomplished its purpose, thus serving to

evaluate the results of the innovation (Stoller

2012). For this case study, this was done through

the voluntary and anonymous survey to the

participants. The survey was sent out and later

collected during week three after the teachers had

started the teaching cycle, to determine the effects

of the change.

The survey was organized as follows: the first three

questions used a Likert-like scale with five options

to choose from; they specifically referred to the

effectiveness of the induction before the start of

classes, the length of each session per day, and the

usefulness of the academic information received.

Question 4 aimed to determine if, of the academic

information presented, specific areas should

receive more attention. Additionally, question 5

gave respondents the opportunity to list topics that

were not covered but could be useful to include in

future inductions. Question 6 asked respondents to

add any other comments relevant to the induction.

The survey yielded the following results. Of the 12

surveys sent out, 11 were returned, giving a

response rate of 91%. The survey’s first question

was of main interest to this study; 8 participants

responded that the induction session had been

quite effective (option 2) in helping them prepare

for the first week of class.

One indicated that it had been extremely effective

(option 1) while another participant indicated that

it had been somewhat effective (option 3). Overall,

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the length of the induction session, question 2,

(three-day session) was considered satisfactory by

10 participants, while one considered it somewhat

long.

In general, teachers felt that the academic

information provided was useful, question 3, with

6 participants indicating that it had been quite

useful (option 2); 3 indicated that it had been

extremely useful (option1); 1 participant

considered it somewhat useful, and the remaining

one considered it a little useful.

Of the topics covered during the induction,

question 4, the majority of the participants

expressed a desire to receive more information

about assessment; this is understandable since this

is one of the areas that require more teacher

attention as it directly affects students in the

classroom. For question 5, seven participants

added additional topics of interest; these could be

divided between academic and living concerns, for

example: classroom management, course load,

housing prices, and other job opportunities.

Regarding question 6, where participants could

include comments about the orientation session in

general, one of the participants wrote: “I think the

orientation was very helpful and I think I would

have been very confused and nervous going into

class without it.” Some teachers still felt that,

although the orientation session had been spread

over three days, it was still a lot of information to

process; despite the induction session, some topics

were just understood by “actually starting to teach

to get a grasp on it,” as one participant put it.

Considering the participants’ overall positive

response regarding the new induction, as an

evaluation tool, the survey served to guide the

decision to preserve the innovation or make

adjustments to it, “rather than leave the process to

chance” (Stoller 2012:45). It also served to give

new teachers an opportunity to provide their input

regarding the induction, thus giving them a sense

of agency and an active role in the process (De

Lano et al. 1994).

The survey was indispensable in ascertaining the

innovation’s success or failure since the

participants’ responses informed the Director of

Studies if the new induction had met the teachers’

needs and could be maintained or if it needed to

be abandoned due to lack of success (Stoller

2012:45). Perhaps one of the limitations of the

study is that, despite the seemingly positive results,

no comparison can be made of these results with

concrete data from a previous induction, as no

survey was administered then.

Most importantly, through its implementation, the

innovation served to address the induction’s

purpose. First, it helped to reduce work-related

stress, creating a positive reaction from teachers

and decreasing their anxiety during the first week

of class (De Cenzo & Robbins 2010). The

administrative staff (i.e. the DOS, the ADOS, and

the lead teacher) observed that the work

atmosphere and new teachers’ attitudes during the

first week of class seemed less stressed compared

to the previous cycle when many teachers had felt

overwhelmed and tired, thus helping to determine

to what degree the results of the innovation are

visible to others (Rogers 2003).

Second, it introduced the newcomers to the

program’s culture through the detailed information

provided ahead of time regarding the general

expectations of the program, the types of courses

taught, how evaluation was conducted, among

other aspects. Finally, it promoted an environment

where the English program’s students and the

quality language education offered would also

benefit by having teachers ready to begin classes.

CONCLUSIONS

The innovation to the induction of new foreign

English language teachers here presented,

although at a micro-level, was purposeful and

deliberate, informed by language management

principles. It “challenge[d] the status quo,

necessitating modifications in routine practices”

(Stoller 2012:38; information in brackets added).

As such, this study has aimed to highlight the

potential language programs have of turning “the

negative energy of dissatisfaction,” into positive

opportunities through open communication, a

supportive administration, and a desire for quality

education (Everard et al. 2004).

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The ease of change of the induction could be

attributed to a perception by all concerned (i.e. the

administration and the teaching staff) of the

relative advantage, compatibility, observability,

and trialability of the innovation, characteristics

that work together to increase the potential for an

innovation to be adopted (Rogers 2003). In the

first place, since the need for change came from

the teachers themselves through the forum, what

might have been seen as a natural inclination to

oppose ideas imposed on them was avoided

(Everard et al. 2004).

Moreover, the program administration’s support

and concern in addressing teachers’ job satisfaction

propelled the change and helped sustain it, which

would not have been possible otherwise (Stoller

2009); this factor emphasizes the need for two-way

communication between the administration and

staff achieved through the teacher forum. Finally,

the change was given support by the participants’

responses to the survey.

Despite the fact that the results cannot be

generalized due to the specific working

environment of this program, they could serve to

highlight the importance that an effective induction

has in helping teachers meet the challenges of

becoming part of a new language program. A well

thought-out induction could have the potential to

lower teachers’ anxiety and stress from the start,

thereby paving the way for a successful experience

overall.

This also aligns with the belief that effective

change in education can only take place when

educators’ working life is improved (Fullan 2007).

As a consequence, by reducing teachers’ work-

related stress, language students’ learning

experience would also be enhanced (Johnstone

2004), paving the way for successful instruction.

Finally, two-way communication (i.e. the forum)

and the consideration of language program

management principles can help language

programs to implement innovations successfully

to benefit not only their teaching staff but also their

language learners and the program as a whole.

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