Contextual Influences and Teachers' Participation in Induction Programs Globally

• In Event: International and Comparative Perspectives on Teacher Induction

Abstract

Using the 2018 Teaching and Learning International Survey (TALIS) dataset (OECD,2019), this study examines the relative importance of national contexts, school conditions, and
individual teachers’ characteristics in accounting for teachers’ participation in induction
programs. The HLM
results (Table 3 in Appendix) show that the total variance in structured induction is associated
with school-level factors ranging from 8% to 41% percent in the 28 countries. The total variance
in individualized induction is associated with school-level factors ranging from 1% to 54%
percent. The variance explained by teacher and school backgrounds over the Null model also
varied significantly across countries, but it is consistent that school factors explain more of the
overall variance in both structured and individualized induction.

Author

• Yan Liu, University of North Carolina - Wilmington
  Presenting Author