Instructional Leadership and Monitoring: Increasing Teacher Intent to Stay Through Socialization

Abstract

This study examines principal monitoring and beginning teachers' experiences through interviews. Findings indicate socializing into an ineffective school will either promulgate ineffective practices or will produce an internal conflict. At schools where principals were “all about the kids,” teachers demonstrated loyalty and voiced intentions to remain in teaching due to the culture where first teaching experiences took place. The quality of the instructional leader's monitoring not only socializes the beginner into the school organization but influences the teacher's intent to stay.

Early Career Special Education Teachers’ Perceptions of School Site Induction Support

“…Similar to Angelle's (2006) findings, Kardos et al found that principals proved to be key in developing and maintaining effective practices at their school. Teachers in schools with integrated professional cultures reported that the principals were present and responsive and focused teachers' efforts on improving teaching and learning.…”

“…Thus, the process of how teachers are socialized within the school's culture is important not only for the new teacher but also for the school community that provides the experience. Professional socialization, the process whereby the beginning teacher learns about and becomes a part of the organization, has a direct impact on teacher quality and retention (Angelle, 2006). Socialization leads to identification with the school organization, its goals and mission.…”

“…Many experts agree that relationships are instrumental in socialization (Angelle, 2002;Angelle, 2006;Cole, 1991;Kardos et al, 2001), yet little is known about the types of relationship patterns that are most conducive to effective socialization. Morrison (2002) addresses this issue in her study by viewing the socialization process from the perspective of social network structure.…”

“…In a later study, Angelle (2006) explored the role of cursory monitoring by the principal and the quality of the assistance and monitoring received by the beginning teacher as sufficient to the ultimate staying power of the beginning teacher. Additionally, this study examined whether a state-mandated assistance and assessment program provided the needed elements for a positive socialization experience for the new teacher.…”

“…The research presented the need for community and collegial support (Angelle, 2002;Angelle, 2006;Cole, 1991;Holton, 2001;Kardos et al, 2001;Morrison, 2002). In addition, the research shows that the socialization process will occur naturally regardless of a structured, organized program (Angelle, 2006;Cole, 1991) resulting in role dissonance, role ambiguity and role conflict (Billingsley, 2004a). Finally, a positive socialization experience brought about from an effective induction program will reduce turnover and increase a novice's desire to stay in a profession (Angelle, 2002;Holton, 2001).…”