scholarly journals Principal Leadership in New Teacher Induction: Becoming Agents of Change

2008 ◽  
Vol 3 (2) ◽  
Author(s):  
Finney Cherian ◽  
Yvette Daniel
Keyword(s):  
Communities Of Practice ◽  
Teacher Induction ◽  
Principal Leadership ◽  
School Principals ◽  
New Teacher ◽  
Small Scale ◽  
Bolman And Deal ◽  
New Teacher Induction ◽  
Agents Of Change

This small-scale pilot study investigated the role of school principals in the induction of new teachers in Ontario, Canada. Building upon the theoretical framework of Bolman and Deal (2002), as well as interviews, document analysis, and review of extant literature, the following findings were established: (a) Principals expressed that the educative mentorship of novices requires the engagement of the entire school community; and (b) Principals, veterans, and novices saw teaching as an intellectual, moral, and political endeavor that required their collective involvement. We suggest that principals employ the notion of “communities of practice” to instill a culture of support for new teacher induction.

Does New Teacher Induction Really Improve Retention?

2017 ◽  
Vol 68 (4) ◽  
pp. 394-410 ◽  
Author(s):  
Matthew Ronfeldt ◽  
Kiel McQueen
Keyword(s):  
Teacher Induction ◽  
Teacher Turnover ◽  
Beginning Teacher ◽  
New Teacher ◽  
Early Career ◽  
First Year ◽  
Induction Programs ◽  
New Teacher Induction ◽  
Nationally Representative ◽  
Policy Trend

Policymakers have increasingly worked to combat teacher turnover by implementing induction programs for early-career teachers. Yet the existing evidence for the effects of induction on turnover is mixed. Drawing on data from the three most recent administrations of the Schools and Staffing and Teacher Follow-Up Surveys, as well as the Beginning Teacher Longitudinal Study, this study investigates whether different kinds of induction supports predict teacher turnover among nationally representative samples of first-year teachers. We find that receiving induction supports in the first year predicts less teacher migration and attrition, suggesting that using induction to reduce new teacher turnover is a promising policy trend. We also find that levels of induction support are fairly constant for different kinds of teachers and teachers in different kinds of schools. The exceptions are that teachers who are Black and who work in schools with more students who speak English as a second language report higher levels of induction supports.

A Model of a New-Teacher Induction Program and Teacher Perceptions of Beneficial Components

2007 ◽  
Vol 28 (4) ◽  
pp. 14-24 ◽  
Author(s):  
Diane Corcoran Nielsen ◽  
Arlene Lundmark Barry ◽  
Ann Brickey Addison
Keyword(s):  
Teacher Perceptions ◽  
Teacher Induction ◽  
New Teacher ◽  
New Teacher Induction ◽  
Induction Program

Curriculum for mentor development: problems and promise in the work of new teacher induction leaders

2008 ◽  
Vol 40 (6) ◽  
pp. 743-770 ◽  
Author(s):  
Steven Z. Athanases ◽  
Jennifer Abrams ◽  
Gordon Jack ◽  
Virginia Johnson ◽  
Susan Kwock ◽  
...  
Keyword(s):  
Teacher Induction ◽  
New Teacher ◽  
New Teacher Induction

Accelerating Teacher Effectiveness: Lessons Learned from Two Decades of New Teacher Induction

2009 ◽  
Vol 91 (2) ◽  
pp. 14-21 ◽  
Author(s):  
Ellen Moir
Keyword(s):  
Teacher Induction ◽  
Novice Teachers ◽  
Teacher Effectiveness ◽  
Veteran Teachers ◽  
New Teacher ◽  
Lessons Learned ◽  
Induction Programs ◽  
New Teacher Induction

The best induction programs blend support for novice teachers with expertise from veteran teachers, creating collegial groups that benefit all teachers and all students.

scholarly journals The Role of Principal Leadership in Vocational Schools Panca Sakti Makassar

Jurnal Office ◽  
2019 ◽  
Vol 5 (1) ◽  
pp. 53
Author(s):  
M. Said Saggaf ◽  
Baso Asrul Wahyuddin ◽  
Haedar Akib ◽  
Muh Nasrullah
Keyword(s):  
Data Analysis ◽  
Principal Leadership ◽  
Quantitative Research ◽  
School Principals ◽  
Vocational School ◽  
Analysis Technique ◽  
Role Of Principal ◽  
Group Members ◽  
Role Of The Principal

This study aims to study the description of the leadership of school principals in Panca Sakti Vocational School Makassar. This study uses quantitative research with 36 teachers from Makassar Panca Sakti Vocational School. Data collection uses collection techniques, questionnaires, interviews and collection while the data analysis technique used is percentage. The results of this study show how the role of the principal of the Panca Sakti Makassar Vocational School is categorized as good with a percentage of 82.7 percent. This can be seen from various indicators regarding the leadership of school principals where they were asked as executors to be well approved with a percentage of 82.02 percent, as planners expressed as good with a percentage of 84.22 percent, as supervisors categorized as good at 81.3 percent, acting as supporters of rewards / praise and sentences were stated to be quite good with a percentage of 75.7 percent, acting as a referee and claimants were declared good with a percentage of 88 percent, and holders of responsibility for group members were categorized as good with a percentage of 88.61 percent.

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