The Influence of Induction Programs on Beginning Teachers’ Well-Being and Professional Development: A Mixed-Method Study

• In Event: Poster Session 13
  In Poster Session: Teacher Commitment, Retention, and Staffing in the United States and Abroad

Abstract

This paper focuses on the influence of induction programs on beginning teachers well-being and professional development. A mixed method was used, including an interview study (N=34) and a survey (N=316). The results show first insight into the relevancy of specific characteristics of an induction program. Second, the emphasis in induction programs is often placed on emotional support and helping beginning teachers overcoming problems in classroom management. There is, however, limited attention for topics relating to professional development, such as pedagogy and the psychological and moral development of students. If mentors were focused more strongly on the learning processes and problems of students and less on the concerns of the beginning teachers, there would be more attention for professional development.

Authors

• Klaas Van Veen, University of Leiden

• Chantal Kessels, ICLON, Leiden Univertsity

• Douwe Beijaard, Eindhoven University of Technology

• Nico Verloop, Leiden University