Supporting Beginning Teachers and Principals: A Systemic Approach to a Persistent Challenge (Stage 2, 8:44 AM)

• In Event: e-Lightning Ed-Talk Session 15 - Stage 2

Abstract

Beginning teachers face multiple challenges causing high attrition rates, whereas supportive induction programs yield inconsistent outcomes. Adopting an ecological approach, this mixed-methods study evaluated a project that utilized Ministry of Education (MoE) guides to support beginning teachers at three systemic levels: macro-level (MoE bureaucracy), meso-level (school policies), and micro-level (beginning teachers and mentors).
Participants: 27 guides were interviewed; 52 guides and 425 beginning teachers answered quantitative questionnaires.
Findings: Guides supported beginning teachers when school principals and mentor teachers were less effective and helped principals devise suitable induction processes. Beginning teachers with guides expressed stronger intentions to persevere and to assume additional school roles.
These findings add the macro-level to induction ecosystems analysis and can improve beginning teachers' retention.

Authors

• Ainat Guberman, David Yellin College of Education

• Rinat Arviv Elyashiv, Kibbutzim College of Education

• Gal Ben-Yehudah, The Open University of Israel