Collegial support and novice teachers’ perceptions of working conditions

Pogodzinski, Ben

doi:10.1007/s10833-013-9221-x

Cited by 19 publications

(24 citation statements)

References 48 publications

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“…Several researchers (e.g. Coburn and Russell, 2008;Pogodzinski, 2014;Thomas et al, in progress;Van Waes et al, 2016) also emphasise the importance of the quality of these support relationships.…”

Section: The Mediating Role Of Professional Collegial Support In the mentioning

confidence: 99%

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Transformational school leadership as a key factor for teachers’ job attitudes during their first year in the profession

Thomas¹,

Tuytens²,

Devos³

et al. 2018

Educational Management Administration & Leadership

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Teacher attrition is a global concern that is particularly prevalent among beginning teachers. Teachers’ intrinsic motivation to teach, affective organisational commitment and job satisfaction are considered job attitudes that stop them from dropping out of the profession. This study explores the interplay between factors at the school level (i.e. transformational leadership of the principal, professional collegial support) and the teacher level (i.e. self-efficacy) influencing these job attitudes. A sample of 292 first-year primary-school teachers participated. The results of the path analysis demonstrated that transformational leadership of the principal is directly related to teachers’ job attitudes in a positive way. Moreover, transformational leadership of the principal is also indirectly related to these attitudes, via both professional collegial support and teachers’ self-efficacy. Implications for the supportive role of the principal in the teachers’ first year in the profession are discussed.

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Section: The Mediating Role Of Professional Collegial Support In the mentioning

confidence: 99%

“…In doing so, this study aims to take the quality of ties into account, following earlier studies that emphasise its importance (e.g. Coburn and Russell, 2008;Pogodzinski, 2014;Thomas et al, in progress;Van Waes et al, 2016).…”

Section: [Insert Table 1 Here]mentioning

confidence: 99%

Transformational school leadership as a key factor for teachers’ job attitudes during their first year in the profession

Thomas¹,

Tuytens²,

Devos³

et al. 2018

Educational Management Administration & Leadership

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show abstract

“…The nuance in our work is that, within schools, mentorship is mostly regarded or organized as a "formal" arrangement and the idea of informal ties between teachers that arise from organic and shared interest and values is only to a limited extent explored. However, several studies have shown how informal and non-institutional forms of mentoring may have an impact on teacher outcomes, including their feelings and beliefs about their working conditions and career decisions (Pogodzinski, 2014;Smith and Ingersoll, 2004). In particular, these studies argued how induction as a school-wide responsibility, with frequent and continuous interactions among all teachers, is considered to be a very successful way of mentoring (Feiman-Nemser, 2001;Little, 1982;Smylie, 1995) and our work would support this conclusion as well as providing data around the social network that may be useful in forming more informal mentorship relationships.…”

mentioning

confidence: 99%

More than a mentor

Struyve

Daly

Vandecandelaere

et al. 2016

Journal of Professional Capital and Community

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If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation. AbstractPurpose -The number of early career teachers leaving the profession continues to be an ongoing issue across the globe. This pressing concern has resulted in increased attention to the instructional and psychological conditions necessary to retain early career educators. However, less formal attention has been paid to the social infrastructure in which early career teachers find themselves. The purpose of this paper is to foreground the role of social capital and its effect on job attitudes and educators' intention to leave the profession. Design/methodology/approach -Data were collected from 736 teachers within ten secondary schools in Flanders (Belgium). Using social network and multilevel moderated mediation analysis techniques, the relationships between teachers' social connectedness, job attitudes, and the intention to leave the profession for both novice and experienced teachers were analyzed. Findings -Findings indicate that being socially connected to other educators within the school is associated with a reduction in teachers' intention to leave the profession, mediated by their job attitudes, for both early career and experienced teachers. However, social connectedness was significantly more important for early career teachers. No significant effects are found for being socially connected to the mentor. Originality/value -This study provides evidence for the importance of social capital for teachers, particularly early career educators. Moreover, by introducing teachers' social connectedness as related to intention to leave, this study makes a significant and unique contribution to the literature.

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“…Uansett hvilken veiledning og støtte som etableres i en skole, peker forskning på flere vesentlige karakteristikker av mentoren. Mentor/fadder bør jobbe med samme fag og på samme trinn som den nyutdannede laereren, bør ha en vesentlig skoleerfaring og gjerne formell veiledningskompetanse (Johnson & Birkeland, 2003;Pogodzinski, 2014Pogodzinski, , 2015.…”

Section: Empirisk Forskningunclassified

Nye læreres erfaringer med skolen som organisasjon

Amdal

Ulvik

2019

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Mens forskning på nye lærere ofte retter oppmerksomheten mot det performative aspektet ved lærerarbeid, undersøker denne artikkelen nyutdannedes møte med skolen som organisasjon. Fem nye lærere ble intervjuet i det siste semesteret i lærerutdanningen og etter de tre første månedene i arbeid. Gjennom utdanningen har de dannet seg et visst kjennskap til skolen og dens kultur, og de både gleder og gruer seg til lærerjobben. Likevel, som arbeidssøkere stiller de få krav til sin fremtidige arbeidsplass. Resultatene i studien viser at de nye lærerne får svært utfordrende arbeidsbetingelser og mangelfull mentorstøtte eller veiledning. Artikkelen konkluderer med en bekymring over at det er de erfarne lærernes behov som blir prioritert framfor behovene til de nyutdannede. Avslutningsvis diskuterer vi studiens resultater og kommer med forslag til implikasjoner både for forskning og oppfølging av nyutdannede.

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Collegial support and novice teachers’ perceptions of working conditions

Cited by 19 publications

References 48 publications

Transformational school leadership as a key factor for teachers’ job attitudes during their first year in the profession

Transformational school leadership as a key factor for teachers’ job attitudes during their first year in the profession

More than a mentor

Nye læreres erfaringer med skolen som organisasjon

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