Development of Beginning Teachers' Intrinsic Motivational-Affective Dispositions and Effective Teaching Behavior Over Two Induction Years

• In Event: Programmatic Approaches to Teacher Induction and Support

Abstract

Compared to the substantial studies on teacher induction programs influencing separate teacher factors, research investigating the development of affective and behavioural qualities of beginning teachers in induction contexts and trajectories are underexplored. To fill this gap, the present study proposes an integrative framework of teacher quality and, with which, depicts the integral development of beginning teachers’ motivational-affective and behavioral qualities during two induction years in Dutch secondary schools. Results of latent growth modeling found heterogeneous development patterns of beginning teachers’ motivational-affective qualities as well as different development speed of their behavioral qualities. In general, the present study sets the basis for future research to further investigate the longitudinal effects of specific induction practices on the comprehensive development of teacher quality.

Authors

• Xiangyuan Feng, University of Groningen
  Presenting Author

• Michelle Helms-Lorenz, University of Groningen
  Non-Presenting Author

• Ridwan Maulana, University of Groningen
  Non-Presenting Author