School Support for Beginning Teachers Through the Eyes of Principals

• In Event: 30.023 - Examining Power Dynamics in Schools

Abstract

Abstract
There is a wide consensus that teacher quality is the single most important factor in schools that affects student-learning outcomes. When schools nurture and support beginning teachers they tend to stay longer and report higher levels of job satisfaction. This qualitative study compares how 19 school principals from urban public, urban Catholic and Jewish elementary schools support beginning teachers. We explore the school structures and conditions that build a professional culture hospitable for beginning teachers. We use the conceptual framework of Kardos et al. (2001) to categorize the professional culture of these schools and their approach to beginning teachers. Analysis reveals that most schools were not offering beginning teachers the support they needed.

Author

• Eran Tamir, Tel Aviv University