Evaluating an induction training program for Greek teachers using an adjusted level model approach

Grammatikopoulos, Vasilis; Tsigilis, Nikolaos; Gregoriadis, Athanasios; Bikos, Konstantinos

doi:10.1016/j.stueduc.2013.09.002

Cited by 4 publications

(6 citation statements)

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“…-Education administration services which, as a result of their decision making, shape the organisational framework of teacher acclimatization programs and their content in schools (Kutsyuruba et al, 2019). In Greece, the competent authority for such action is the Ministry of Education (Grammatikopoulos et al, 2013). Due to the centralised administrational school system in Greece (Saiti & Saitis, 2020), this body defines and supervises both the staffing of schools and the acclimatization of teachers by organising (for newly-appointed teachers only), an introductory shortterm training, outside the school unit (Alexopoulos, 2019).…”

Section: Literature Reviewmentioning

confidence: 99%

Behavioral Factors Affecting the Acclimatization of Newly-Appointed Teachers in Primary Schools: An Empirical Investigation

Alexopoulos¹,

Rogari²,

Raptis³

2022

INT J EDUC METHODOL

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<p style="text-align: justify;">Despite findings in the literature on its significance, the acclimatization of teachers into school units is not well organized. Hence, many newly appointed teachers fell as a “foreign body” into school, they do not interact with the other members of staff and they are not actively engaged in school life. This study aims to explore the factors involved in social behavior (collegial relations) among members of the educational community. These factors may affect the acclimatization/reception of teachers who, regardless of their teaching experience, are called to teach for the first time in a new school environment. According to the findings, it is essential the attitudes of teaching staff, in matters of cooperation, to be transformed and a collegial climate in schools to be established. To this end, fostering empathy among teachers through educational activities and enhancing opportunities for cooperation and teamwork inside and outside the classroom would be of significant contribution.</p>

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Section: Literature Reviewmentioning

confidence: 99%

Behavioral Factors Affecting the Acclimatization of Newly-Appointed Teachers in Primary Schools: An Empirical Investigation

Alexopoulos¹,

Rogari²,

Raptis³

2022

INT J EDUC METHODOL

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“…The process of socialization included mentors acting as a guide for social interactions, role-modeling both as a teacher and staff member, and generally assisting ECTs to navigate the school within and beyond the school. Aside from formal mentors, a developmental culture across the school also supported the integration of beginning teachers into the teaching community (Grammatikopoulos, Tsigilis, Gregoriadis, & Bikos, 2013;Griffiths, 2011;Haigh & Anthony, 2012).…”

Section: Peer Relationshipsmentioning

confidence: 99%

“…Perry and Hayes (2011, p. 10) found test results showed beginning teachers' "ability to understand local, state, and federal policies and procedures" was significantly improved after three years of teaching in comparison to their first year. In Greece, the Ministry of Education 100-hour induction program provided beginning teachers with specific training focusing on duties, legal rights, and obligations; this was a rare opportunity for many Greek teachers (Grammatikopoulos et al, 2013).…”

Section: National or Federal Political Factorsmentioning

confidence: 99%

“…Similarly, as Achinstein (2006) posited, mentors need to not only read the organizational and political system, which includes knowledge and understanding of cultures and systems, key players, and political processes in the school and the district, but also have the responsibility to assist with developing political lenses in the novices as well. Castro et al (2010) advocated for the need for beginning teachers to affirm their agency and develop resilience strategies to navigate and overcome pressures from the social context and to transform negative aspects in their school environment, whereas Grammatikopoulos et al (2013) suggested learning about legal duties and rights.…”

Section: School Level Political Factorsmentioning

confidence: 99%

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Untitled

2019

JGER

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Early career teachers (ECTs) are situated in a dynamic contextual landscape that both influences their development and practice and dictates professional expectations for instruction and professional learning. This systematic review of international research literature sought to establish the understanding of teacher induction and mentoring program support of ECTs through the following research questions: 1) which nations and regions are represented in research literature that details formal or programmatic support of ECTs? 2) what international research evidence is there to describe various contextual factors that affect experiences of ECTs? and, 3) how do teacher induction and mentorship programs respond to the various contextual factors affecting ECTs? Upon detailing our review method and sampling procedures, we synthesize the convergences and divergences of the findings within each of the contextual factors. The conceptualization of contextual factors in this review included social, political, cultural, organizational, and personal forces that influence the professional practices of ECTs. Finally, we summarize the review findings in a heuristic model that offers a visual representation of the implications of our findings, and discuss the implications for policy, practice, and future research.

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“…They also identified the kinds of teacher training systems and made a comprehensive analysis of the most effective educational systems, identifying and explaining the teaching skills developed in the training programs. Grammatikopoulos et al (2013) made an assessment on evaluation of an induction training program for Greek teachers by evaluating an adjusted level model approach. They applied some qualitative and quantitative data to evaluate the value of the training.…”

Section: Introductionmentioning

confidence: 99%

Evaluation of training courses’ efficiency in Tehran municipality based on Kirkpatrick model

Ronizi¹,

Ronizi²,

Bahmani³

2014

10.5267/j.msl

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The aim of this paper is to determine the training courses' efficiency in Tehran municipality based on Kirkpatrick's model. The population of the research includes all training courses performed in Tehran municipality in 2008. Using a simple random sampling method, one training period was chosen, which includes 206 participants, 103 financial managers and rest their direct supervisors. For gathering relevant data in first level (reaction), third level (skill), fourth level (objective) and fifth level (rate of investment return), closed-ended questionnaire based on the Likert scale was used. For the second level (learning), we employed scores obtaining from masters in charge of training course (post-test). Our results show that in terms of the mayors' point of view, training courses in all levels except the second level had significant impact while financial managers saw these courses insignificant in all levels. Furthermore, it is found that both the mayors and financial managers were pessimistic about the second level. Results of present research can have significant implications for educational policymakers in order to improve the training courses.

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Evaluating an induction training program for Greek teachers using an adjusted level model approach

Cited by 4 publications

References 43 publications

Behavioral Factors Affecting the Acclimatization of Newly-Appointed Teachers in Primary Schools: An Empirical Investigation

Behavioral Factors Affecting the Acclimatization of Newly-Appointed Teachers in Primary Schools: An Empirical Investigation

Untitled

Evaluation of training courses’ efficiency in Tehran municipality based on Kirkpatrick model

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