Revealing the Principal's Role in the Induction Process: Novice Teachers Telling Their Stories

Abstract

As part of a larger study of two middle-grade schools, we interviewed novice teachers, their mentors, and administrators to determine their perceptions of various aspects of a multifaceted induction program. During the initial analysis, stories repeatedly surfaced about the administrator's role in the induction process. Reanalysis of the data revealed a higher frequency of stories about the administrator in relationship to other elements of induction. The narratives of novice teachers revealed the importance of the school administrator in the induction process. The principal positively contributed to teachers’ personal needs through interactions and orchestration of a healthy school climate.

The Role of School Administrator in Providing Early Career Teachers’ Support: A Pan-Canadian Perspective

“…In return, teachers seek out their principal more often for work-related and personal advice, and thus benefit from their knowledge, resources, and expertise. Researchers found that principals' personal interactions with individual teachers tend to promote positive school climate and student outcomes, whereas unsupportive or negative interactions may lead to teachers' dissatisfaction, attrition, or a move to a different school (Bickmore & Bickmore, 2010;Guarino, Santibañez, & Daley, 2006;Scherff, 2008).…”

“…These experiences had a common impact on teachers' predispositions toward professional growth and their decisions to stay or leave the profession. Therefore, beyond their direct involvement in the establishment and coordination of induction and mentoring programs, school administrators have an indirect impact on teacher retention and attrition by nurturing a supportive school climate characterized by shared values and trust (Bickmore & Bickmore, 2010;Catapano & Huisman, 2013;Cherian & Daniel, 2008).…”

Untitled

“…Exploring the personal needs support function of principals for new teachers in the US context, found novice teachers positively viewed principals as key to establishing personal needs of respect, belonging, self-esteem, confidence and autonomy (Bickmore & Bickmore, 2010). Similarly, Blömeke and Klein (2013) examined the effects of school management and teacher support on teaching quality in Germany as perceived by middle school mathematics teachers in their third year in the profession and found beginning teachers positively rated the school principals' support and the quality of school management.…”

Principals and School Counselors

“…Similar to the experiences of new teachers, school counselors often struggle with meeting the job demands during their first year of professional service (Baggerly & Osborn, 2006). Formalized induction programs that include a variety of supports such as mentoring, professional development, orientation, and guidance from the building leader are effective in addressing the transition needs of new teachers and have become common practice in school settings (S. T. Bickmore & Bickmore, 2010). However, although formalized induction programs have been found to provide similar benefits for beginning school counselors, such programs rarely exist (D. L. Bickmore & Curry, 2013;Loveless, 2010).…”