Supportive Induction Slows the Revolving Door

Wilkinson, Gayle A.

doi:10.2304/rcie.2009.4.1.97

Cited by 8 publications

(5 citation statements)

References 43 publications

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“…Nevertheless, this paper found no evidence that the HoDs had undergone mentorship training and were, therefore, qualified to support participants. For a mentoring programme to be effective, the mentors must receive training and are released from their regular teaching duties (Berry, 2001in Wilkinson, 2009.…”

Section: Mentoringmentioning

confidence: 99%

Induction of Women Beginner Teachers at Two South African Community Secondary Schools

Ngwira

Potokri

2019

PEC

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The quest of beginner teachers becoming experienced teachers remains a major issue within the educational terrain. Induction experience(s) of beginner teachers particularly women in selected community secondary schools in South Africa was the focus of this research. In this research, the problems that women beginner teachers face at some selected schools, as well as the types of induction programmes used to support them, as they grappled with the problems, were explored. A qualitative research approach involving semi-structured interviews and non-participant observation was used in the collection of the requisite data. A sample comprising two community secondary schools and four women beginner teachers were selected to take part in the research. To make meaning of the data which were collected, inductive analysis of the data was conducted. Communities of Practice was used as the theory that underpinned the research findings reported in this paper. Based on the data analysis and the communities of practice theory that served as the framework, the paper among other findings reports that induction programmes used in sampled/selected schools were highly ineffective in supporting the women beginner teachers to overcome the problems revealed. The research contributes to the body of knowledge on the lived experiences of beginner teachers at the beginning of their teaching career and provides recommendations on classroom management and dealing with ill-disciplined learners. Keywords: beginner teacher; community practice; education leadership; teachers’ induction; women teacher.

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Section: Mentoringmentioning

confidence: 99%

Induction of Women Beginner Teachers at Two South African Community Secondary Schools

Ngwira

Potokri

2019

PEC

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“…Based on the new teacher's perspective, mentoring can be defined as the support and assistance of expert individuals with new individual or less experienced individual (mentee) by an experienced (mentor), aims to help the development of skills (mentee) and the practice of a profession (teaching) through a specific context (school or college) (Hobson, Ashby, Malderez, & Tomlinson, 2009). Effective support through mentoring has helped to increase the retention of new teachers (Brill & McCartney, 2008;Ingersoll & Strong, 2011;Johnson & Birkeland, 2003;Wilkinson, 2009). In addition, the definition of mentoring according to Anderson & Shannon (1988) is: "a process of care that would mean that the occurrence of the development process where the mother acts as (model, sponsoring, encouraging, and counseling and befriends friendly) that he was able to identify abilities, a psychological experience and maturity in care and can provide activities that will lead to growth.…”

Section: Mentoringmentioning

confidence: 99%

Relationship between Mentoring, Self-Efficacy, Person Job-Fit and School Culture with Work Adjustment among New Teachers

Diwyaa¹

2014

ASS

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Adjustment is an important issue for all employees regardless of the industries in which they are in. These include those new teachers who fall within the education career category. The first few years of transition from being a trainee teacher to new teacher would call for these teachers to adjust themselves to new job requirements. New teachers are bound to deal with new tasks which they are unfamiliar with during teacher training. Hence, they need to adapt themselves to a different type of task, organizational culture and work environment. There are several factors that cause the early years of teaching being difficult. It is like teaching responsibilities, challenges of teaching, school culture, school climate and work environment that does not support. Each teacher had come from different circumstances, different backgrounds, and qualifications and they may vary. So it is clear that new teachers will need particular support in line with their needs. This conceptual paper proposes a new model of work adjustment to ensure better work adjustment for new teachers in Malaysian Public School. It is largely based on the Theory of Work Adjustment or TWA (Dawis & Lofquist, 1984).

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“…Among the threats to stability of educational organizations in the United States today is the challenge of retaining beginning teachers. School administrators suffer from a “revolving door” problem, with numerous new teachers continually entering and leaving the teaching profession (Brill & McCartney, 2008; Ingersoll, 2004, 2007; Wilkinson, 2009). High turnover rates, particularly among these beginning teachers, can hinder the successful implementation of collaboration and professional development (Martin, 2008), which stands to affect the quality of instruction and student learning (Guin, 2004).…”

Section: Introductionmentioning

confidence: 99%

“…High turnover rates, particularly among these beginning teachers, can hinder the successful implementation of collaboration and professional development (Martin, 2008), which stands to affect the quality of instruction and student learning (Guin, 2004). Effective support through mentoring has been shown to help increase the retention of beginning teachers (Brill & McCartney, 2008; Ingersoll & Kralik, 2004; Ingersoll & Strong, 2011; Johnson & Birkeland, 2003; Wilkinson, 2009). However, different mentoring models exist, which provide different sources and types of support.…”

Section: Introductionmentioning

confidence: 99%

“…Several benefits of good mentoring have been suggested in the literature, including teacher retention and increased job satisfaction. Many school administrators have embraced mentoring as a way to improve teacher retention (Eberhard, Reinhardt-Mondragon, & Stottlemyer, 2000; Johnson, 2004; Johnson & Birkeland, 2003; Wilkinson, 2009). When beginning teachers participate in mentoring programs, retention is substantially increased because they experience improved support, better working conditions, and increased job satisfaction (Brill & McCartney, 2008; Flesch, 2005; Guarino, Santibanez, Daley, & Brewer, 2004; Ingersoll, 2007; Ingersoll & Smith, 2004; Ingersoll & Strong, 2011).…”

Section: Introductionmentioning

confidence: 99%

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Two Contrasting Models for Mentoring as They Affect Retention of Beginning Teachers

et al. 2012

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Research indicates that mentoring programs help increase the retention of beginning teachers. School administrators may be presented with competing mentoring models, with various sources and types of support, aimed at improving beginning teacher retention. This study collected both qualitative and quantitative data under the rubric of a comparative case study method to investigate mentoring models in the Asher and Dane School Districts (pseudonyms). Using this approach, the authors explored the two distinct models related to beginning teacher retention. Although both districts used collaborative teams, in-school mentors, and principals within the context of professional learning communities to participate in the mentoring of beginning teachers, only the Dane School District employed district "coaches." Findings from this research suggest that these "coaches" were not as effective as in-school mentors or collaborative teams in increasing retention, possibly because of lack of proximity and personal relationship. Additional findings describe and explain mentoring characteristics and different sources of support that benefited the mentoring experience and subsequent retention of beginning teachers.

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Supportive Induction Slows the Revolving Door

Cited by 8 publications

References 43 publications

Induction of Women Beginner Teachers at Two South African Community Secondary Schools

Induction of Women Beginner Teachers at Two South African Community Secondary Schools

Relationship between Mentoring, Self-Efficacy, Person Job-Fit and School Culture with Work Adjustment among New Teachers

Two Contrasting Models for Mentoring as They Affect Retention of Beginning Teachers

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