scholarly journals TEACHER INDUCTION POLICY (2017) OF KHYBER PAKHTUNKHWA GOVERNMENT: SUPPORT, CRITIQUE, AND BRIDGING GAPS

2020 ◽  
Vol 3 (01) ◽  
pp. 33-46
Author(s):  
Muhammad Naeem Butt ◽  
Jamil Ahmad Khan ◽  
Shazia Abdul Malik
Keyword(s):  
Teacher Induction ◽  
Classroom Environment ◽  
New Teacher ◽  
International Standards ◽  
Government Support ◽  
New Teacher Induction ◽  
Governmental Organization ◽  
Khyber Pakhtunkhwa ◽  
The Government ◽  
Selection Of

The present study aims at analyzing New Teacher Induction policy (2017) of Khyber Pakhtunkhwa Government that has been adopted for the induction and training of the new teachers. The study strives to explore the overall effectiveness of this policy. The data was collected through in-depth interviews and interpreted by employing thematic analysis under 4 themes. The sample was selected through multistage stratified sampling; however, selection of purposive sampling was employed for the selection of representatives of PITE, and Khyber Pakhtunkhwa Government. The results of the study revealed that during the formulation of the policy; none of the stakeholders were taken on board and the policy was designed by the government in collaboration with non-governmental organization. No homework was assigned to quarter concerned in order to make the policy effective, authentic and compatible to the classroom environment and international standards of teacher education. The policy was formulated without the input of stakeholder; therefore, the new inductees lack satisfaction in training and claimed that educational resources were not utilized to their effectiveness. The areas for improvement of teachers were not considered in the new policy. It is; therefore, recommended that the New Teacher Induction policy (2017) may be reviewed instantly for its pros and cons and the role of experts may be included in addition to already existing stakeholders.

Decomposition of Fiscal Deterioration in the OECD

2010 ◽  
Vol 213 ◽  
pp. F13-F18 ◽  
Keyword(s):  
Financial Institutions ◽  
Government Support ◽  
Budget Deficits ◽  
Government Budget ◽  
Fiscal Stimulus ◽  
Advanced Economies ◽  
The Government ◽  
Cumulative Deterioration ◽  
The Relationship ◽  
Selection Of

Government fiscal positions in all the advanced economies suffered severe deteriorations during the financial crisis. Figure 1 illustrates the cumulative deterioration of the government budget ratio as a per cent of GDP between 2007 and 2009 in a selection of OECD economies. The sharpest declines materialised in Ireland, Spain and Finland, while public finances in Austria, Germany and Italy have held up better. Budget deficits have worsened in part because of the cyclical downturn, in part because of the policy response to the crisis, including both fiscal stimulus packages and certain fiscal costs related to government support of financial institutions, and in part because of a change in the relationship between revenue and production, which may prove longer-term.

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.

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.

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.

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