A Worthwhile Endeavor? A meta-analysis of research on formalized novice teacher induction programs

Keese, Jeffrey; Thompson, Christopher W.; Waxman, Hersholt C.; McIntush, Karen; Svajda-Hardy, Megan

doi:10.1016/j.edurev.2022.100505

Cited by 7 publications

(5 citation statements)

References 46 publications

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“…This illustrates that teachers feel valued when the energy engaged in the teaching and learning process is recognized. This finding concurs with the study by Keese et al (2023) who acknowledged that induction and mentoring programs are effective at increasing teacher quality and student academic achievement. The description portrays, that the provision of training to teachers acts as a motivation to them but also equips them with skills and knowledge which make the facilitations of the lesson and classroom management easier as well as lead to positive student achievement.…”

Section: Findings and Discussionsupporting

confidence: 91%

A Critical Review of Micro-Management Practices: Constraints and Endorsed Measures in Selected Public Secondary Schools in Morogoro Municipal, Tanzania

Felician,

Amos

2024

IJELD

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The study aims to give a broad knowledge of Micro-Management Practices focusing on constraints and endorsed measures in public secondary schools in Morogoro Municipal. Tanzania. This study adopted a convergent design under a mixed research approach. The study also grounded on contingency theory advocated by Fred Fiedler in 1958 involved 5 heads of schools and 63 teachers. Self-distributed questionnaires and semi-structured interview guides were employed to collect reliable data from respondents. Validity and reliability were ensured through the involvement of three experts from JUCo, Cronbach Alpha technique, and member checking techniques. A simple linear regression was used to test the hypothesis. The study found a shortage of financial resources, technological-related constraints, resistance to changes among teachers, and ineffective communication between school management and teachers. The study also revealed the effective utilization of resources, government support, and regular meetings as strategies employed by heads of schools in resolving the constraints above. The tested hypothesis shows no significant relationship exists between micro-management constraints and measures taken to resolve the constraints facing heads of schools in fostering micro-management in Morogoro Municipal. The study concluded that limited leadership skills among the heads of schools and resource constraints are the main challenges impeding the implementation of micro-management in secondary schools for effective student achievement in the study area. Furthermore, the study recommended capacity-building programs that enhance heads of schools’ micro-management practices for quality teaching and learning.

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Section: Findings and Discussionsupporting

confidence: 91%

A Critical Review of Micro-Management Practices: Constraints and Endorsed Measures in Selected Public Secondary Schools in Morogoro Municipal, Tanzania

Felician,

Amos

2024

IJELD

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“…Teachers identified with the lower teaching self-efficacy profile could benefit from mastery experiences through mentoring programs (Keese et al, 2023) and administrator support (Ma et al, 2022). Teachers who endorse a lower emotional well-being pattern would likely benefit from interventions to improve personal coping resources.…”

Section: Discussionmentioning

confidence: 99%

“…* p < .05. (Keese et al, 2023) and administrator support (Ma et al, 2022). Teachers who endorse a lower emotional well-being pattern would likely benefit from interventions to improve personal coping resources.…”

Section: Implications For Practicementioning

confidence: 99%

Teachers’ psychological stress and wellbeing during a pandemic: Exploring latent profiles.

Gearhart,

McCarthy,

Lambert

2023

School Psychology

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Teacher stress is at an all-time high. The COVID-19 pandemic created unprecedented challenges for teachers, which resulted in a record number of teachers intending to leave the classroom citing stress as a contributing factor. Understanding teachers' positive and negative psychological experiences, or wellbeing, during the height of the COVID-19 pandemic will inform teacher wellness interventions intended to keep teachers in the classroom. Two hundred forty-six teachers from a suburban school district participated in a survey of well-being indicators, including affect, perceived stress, teaching self-efficacy, and preventive coping. A latent profile analysis identified four patterns of well-being: strained, resilient, lower teaching selfefficacy, and lower emotional well-being. While many teachers were resilient during the crisis, approximately two-thirds experienced global or isolated areas of strain. Additionally, the Classroom Appraisal of Resources and Demands-Revised, a theory-driven assessment of teachers' workplace appraisal of demands and resources, was associated with teachers' strained and resilient well-being profiles, making it a suitable screening tool for these groups. Layered screening and tailored intervention, based on teachers' well-being patterns, may help minimize teacher attrition during and postcrises. Impact and ImplicationsThis study suggests that there are subgroups of classroom teachers characterized by their psychological experience of stress, emotions, teaching ability, and coping during prolonged crises (e.g., and that the way teachers evaluate their workplace (e.g., as containing more demands than resources or vice versa) can help identify teachers experiencing the greatest strain and resilience. Additionally, findings imply that tailored wellness interventions may be more meaningful than one-size-fits-all approaches.

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“…In addition to the limited behavior management training preservice and novice teachers receive, they also have limited opportunities for to receive mentoring from other professionals in the school. Induction and mentoring programs have been shown to be effective at increasing teacher quality and student academic achievement (Keese et al, 2023). However, mentoring programs are not universal, do not rely on expert practitioners, and do not consider the needs of students who may engage in CB.…”

Section: Preservice and Novice Teacher Trainingmentioning

confidence: 99%

Behavior management training for teachers in the induction phase

McGuire,

Xia,

Guzy

et al. 2024

Psychology in the Schools

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Teachers in the induction phase (i.e., the first 3 years of teaching) can be underprepared to support students who engage in challenging behavior. This can be due to limited preservice education and ongoing professional development in behavior management. Yet, students who engage in challenging behavior are at an increased risk of being referred to intervention services and/or special education, especially at the elementary level. The purposes of this randomized‐controlled trial were to identify the effects of an online behavior management training on teachers in the induction phase, as well as their perceptions of the training. Findings revealed teachers in the intervention group showed significant increases in knowledge, application, and self‐efficacy in applying behavior management strategies. Social‐validity data indicated participants felt the training was highly acceptable, feasible, and effective.

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A Worthwhile Endeavor? A meta-analysis of research on formalized novice teacher induction programs

Cited by 7 publications

References 46 publications

A Critical Review of Micro-Management Practices: Constraints and Endorsed Measures in Selected Public Secondary Schools in Morogoro Municipal, Tanzania

A Critical Review of Micro-Management Practices: Constraints and Endorsed Measures in Selected Public Secondary Schools in Morogoro Municipal, Tanzania

Teachers’ psychological stress and wellbeing during a pandemic: Exploring latent profiles.

Behavior management training for teachers in the induction phase

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