Novice Teacher Evaluations and School Climate: Comparing the Effect of Principals’ Formal and Informal Evaluations Using SASS Data

• In Event: Leaders Supporting Teacher Retention and Development

Abstract

This paper explores the effects of informal induction practices on novice teacher job satisfaction. Although researchers have explored the influence of formal induction on novice teachers, existing studies typically have used small data sets or qualitative methodology. Applying a hierarchical regression model to analyze data from the 2011-12 Public Teacher School and Staffing Survey (SASS), we found that informal induction practices utilized by principals had the largest impact on novice teacher job satisfaction. Formal induction practices had a minimal effect. Novice teachers were more satisfied when they personally felt supported by their school leader and believed that the school was well run. Informal induction practices by teacher colleagues, particularly coordinating classroom content, also led to greater satisfaction.

Authors

• Jeremy Byron Luke, The Ohio State University - Columbus

• Ryan Kapa, The Ohio State University

• Belinda Gimbert, The Ohio State University