Behavioral Factors Affecting the Acclimatization of Newly-Appointed Teachers in Primary Schools: An Empirical Investigation
Despite findings in the literature on its significance, the acclimatization of teachers into school units is not well organized. Hence, many newly app.
- Pub. date: February 15, 2022
- Pages: 39-54
- 497 Downloads
- 912 Views
- 2 Citations
Despite findings in the literature on its significance, the acclimatization of teachers into school units is not well organized. Hence, many newly appointed teachers fell as a “foreign body” into school, they do not interact with the other members of staff and they are not actively engaged in school life. This study aims to explore the factors involved in social behavior (collegial relations) among members of the educational community. These factors may affect the acclimatization/reception of teachers who, regardless of their teaching experience, are called to teach for the first time in a new school environment. According to the findings, it is essential the attitudes of teaching staff, in matters of cooperation, to be transformed and a collegial climate in schools to be established. To this end, fostering empathy among teachers through educational activities and enhancing opportunities for cooperation and teamwork inside and outside the classroom would be of significant contribution.
Keywords: Teacher collegiality, teacher community, teacher induction, teacher reception.
References
Achinstein, B. (2006). New teacher and mentor political literacy: reading, navigating and transforming induction contexts. Teachers and Teaching: Theory and Practice, 12(2), 123-138. https://doi.org/10.1080/13450600500467290
Achinstein, B., Ogawa, R. T., & Spieglman, A. (2004). Are we creating separate and unequal tracks of teachers? The effects of state policy, local conditions, and teacher characteristics on new teacher socialization. American Educational Research Journal, 47(3), 557-603. https://doi.org/10.3102/00028312041003557
Alexopoulos, N. (2019). Resolving school staffing problems in Greece: A strategic management approach. Frontiers in Education, 4(130). https://doi.org/10.3389/feduc.2019.00130
Allensworth, E., Ponisciak, S., & Mazzeo, C. (2009). The schools teachers leave: Teacher mobility in Chicago public schools. Consortium on Chicago School Research at the University of Chicago. https://bit.ly/32zfGon
Alliance for Excellent Education. (2004). Tapping the potential. Retaining and developing high-quality new teachers. Alliance for Excellent Education.
Anagnostopoulos, G. (2018). Teachers' views about the induction and support that they receive from the teachers’ asscociation and the headteacher in their new school]. In S. Gkiosi, E. Valkanos, & Α. Oikonomou (Eds.), Educational Leadership, Effective Management, and Ethical Values. Proceedings of 1st International Scientific Conference (Vol. 2, pp. 21-37). University of Macedonia. [in Greek]
Angelle, P. (2002). Mentoring the beginning teacher: Providing assistance in differentially effective middle schools. High School Journal, 86(1), 15-28. https://www.proquest.com/docview/220217326
Anthony, A. B., Gimbert, B. G., Luke, J. B., & Hurt, M. H. (2019). Distributed leadership in context: Teacher leaders’ contributions to novice teacher induction. Journal of School Leadership, 29(1), 54–83. https://doi.org/10.1177/1052684618825086
Anthony, G., Haigh, M., & Kane, R. (2011). The power of the 'object' to influence teacher induction outcomes. Teaching and Teacher Education, 27(5), 861-87. https://doi.org/10.1016/j.tate.2011.01.010
Bakas, T. (2011). The distribution of classes among teachers in primary school. Pedagogy - Theory and Practice, 4(2011), 84-97. [in Greek]
Bickmore, D. L., & Bickmore, S. T. (2010a). A multifaceted approach to teacher induction. Teaching and Teacher Education, 26(4), 1006–1014. https://doi.org/10.1016/j.tate.2009.10.043
Bickmore, S. T., & Bickmore, D. L. (2010b). Revealing the principal’s role in the induction process: Novice teachers telling their stories. Journal of School Leadership, 20(4), 445–469. https://doi.org/10.1177/105268461002000404
Boe, M., & Hognestad, K. (2018). The dynamics of pedagogical leaders’ everyday leadership. In T. Granrusten, K. -Å. Gotvassli, O. Fredrik, L. Kari, & H. Moen (Eds.), Leadership for learning: The new challenge in early childhood education and care (pp. 259-272). IAP.
Bozeman, B., & Feeney, M. K. (2007). Towards a useful theory of mentoring. Administration & Society, 39(6), 719–739. https://doi.org/10.1177/0095399707304119
Breaux, A. L., & Wong, H. K. (2003). New teacher induction: How to train, support, and retain new teachers. Harry K. Wong Publications.
Bressman, S., Winter, J. S., & Efrat Efron, S. (2018). Next generation mentoring: Supporting teachers beyond induction. Teaching & Teacher Education, 73, 162-170. https://doi.org/10.1016/j.tate.2018.04.003
Buckley, J., Schneider, M., & Shang, Y. (2004). The effects of school facility quality on teacher retention in urban school districts. National Clearinghouse for Educational Facilities.
Bush, T., & Middlewood, D. (2013). Leading and managing people in education. Sage.
Darling-Hammond, L. (1997). Doing what matters most: Investing in quality teaching. National Commission on Teaching and America’s Future.
Dawson. V., & Shand, J. (2019). Impact of support for preservice teachers placed in disadvantaged schools. Issues in Educational Research, 29(1), 19-37. http://www.iier.org.au/iier29/dawson.pdf
Dönmez, S. A., Gök, R., & Sahin, A. (2021). Mentoring roles of the school principals in Turkey: A literature review. Shanlax International Journal of Education, 9(4), 102-113. https://doi.org/10.34293/education.v9i4.4079
Donne, V., & Lin, F.-Y. (2013). Special education teacher induction: The wiki way. The Clearing House, 86(2), 43- 47. https://doi.org/10.1080/00098655.2012.735279
Douloudi, M. (2018). The new recruited teacher in a secondary school unit, The views of teachers from secondary schools in the prefecture of Evros regarding their difficulties of adjustment and the role of the principal and the teachers of the school unit in their support [Unpublished master’s thesis]. Hellenic Open University. [in Greek]
Elfers, A. M., Plecki, M. L., & Knapp, M. S. (2006). Teacher mobility: Looking more closely at “the movers” within a state system. Peabody Journal of Education, 81(3), 94–127. https://cutt.ly/IImO6s1
Eliophotou-Menon, M. (2012). Do beginning teachers receive adequate support from their headteachers? Educational Management Administration & Leadership, 40(2), 217–231. https://doi.org/10.1177/1741143211427981
European Commission. (2015). The teaching profession in Europe: Practices, perceptions, and policies. European Education and Culture Executive Agency. https://cutt.ly/eImPiw1
Evans, L., & Olumide-Aluko, F. (2010). Teacher job satisfaction in developing countries: A critique of Herzberg's Two-factor Theory applied to the Nigerian context. International Studies in Educational Administration, 38(2), 73-85. https://rb.gy/hosgrm
Fayol, H. (1949). General and industrial management. Pitman.
Feiman-Nemser, S. (2010). Multiple meanings of new teacher induction. In J. Wang, S. Odell, & R. Clift (Eds.), Past, present and future research on teacher induction (pp. 15–30). Rowman & Littlefield.
Feiman-Nemser, S., Schwille, S., Carver, C., & Yusko, B. (1999). A conceptual review of literature on new teacher induction. Office of Educational Research and Improvement.
Feng, L., Figlio, D., & Sass, T. (2018). School accountability and teacher mobility. Journal of Urban Economics, 103(2018), 1-17. https://doi.org/10.1016/j.jue.2017.11.001
Fenwick, A. (2011). The first three years: Experiences of early career teachers. Teachers and Teaching, 17(3), 325- 343. https://doi.org/10.1080/13540602.2011.554707
Gardiner, W. (2012). Coaches’ and new urban teachers’ perceptions of induction coaching: Time, trust, and accelerated learning curves. The Teacher Educator, 47(3), 195-215. https://doi.org/10.1080/08878730.2012.685797
Glazzard, J., & Coverdale, L. (2018). “It feels like its sink or swim”: Newly qualified teachers’ experiences of their induction year. International Journal of Learning, Teaching and Educational Research, 17(11), 89-101. https://rb.gy/nh79f4
Goddard, Y. L., Goddard, R. D., & Tschannen-Moran, M. (2007). A theoretical and empirical investigation of teacher collaboration for school improvement and student achievement in public elementary schools. Teachers College Record, 109(4), 877-896. https://rb.gy/rs9yhp
Goldhaber, D., Lavery, L., & Teobald, R. (2016). Inconvenient Truth? Do collective bargaining agreements help explain the mobility of teachers within school districts? Journal of Policy Analysis and Management, 35(4), 848–880. https://doi.org/10.1002/pam.21914
Grammatikopoulos, V., Tsigilis, N., Gregoriadis, A., & Bikos, K. (2013). Evaluating an induction training program for Greek teachers using an adjusted level model approach. Studies in Educational Evaluation, 39(4), 225-231. https://doi.org/10.1016/j.stueduc.2013.09.002
Grissom, J. A., Viano, S. L., & Selin, J. L. (2016). Understanding employee turnover in the public sector: Insights from research on teacher mobility. Public Administration Review, 76(2), 241-251. https://doi.org/10.1111/puar.12435
Helms-Lorenz, M., Wim van de Grift, W., & Ridwan Maulana, R. (2016). Longitudinal effects of induction on teaching skills and attrition rates of beginning teachers. School Effectiveness and School Improvement, 27(2), 178-204. https://doi.org/10.1080/09243453.2015.1035731
Howe, E. R. (2015). Exemplary teacher induction: An international review. In M. A. Peters, & M. Tesar (Eds.), Search of subjectivities: An educational philosophy and theory teacher education reader (Vol. 2, pp. 23-34). Routledge.
Hristodoulakis, K. (2009). Reception and initial support of new recruited teachers: Responsibility of the school unit? The views of the teachers in schools of the 3rd administration Office of Secondary Education of Eastern Attica [Unpublished master’s thesis]. Hellenic Open University. [in Greek]
Huling-Austin, L. (1990). Teacher induction programs. In W. R. Houston, M. Huberman, & J. Sikula (Eds.), Handbook of research on teacher education (pp. 535-548). Macmillan.
Ingersoll, R. M. (2003). Out-of-field teaching and the limits of teacher policy (Research report R-03-5). Center for the Study of Teaching and Policy, University of Washington.
Ingersoll, R. M. (2012). Beginning teacher induction: What the data tell us. Phi Delta Kappan, 93(8), 47-51. https://doi.org/10.1177/003172171209300811
Ingersoll, R. M., & Smith, T. M. (2004). Do teacher induction and mentoring matter? NASSP Bulletin, 88(638), 28–40. https://repository.upenn.edu/gse_pubs/134/
Ingvarson, L., Reid, K., Buckley, S., Kleinhenz, E., Masters, G., & Rowley, G. (2014). Best practice teacher education programs and Australia’s own programs. ACER - Australian Government Department of Education.
Iordanides, G., & Vryoni, M. (2013). School leaders and the induction of new teachers. International Studies in Educational Administration, 41(1), 75-88. https://tinyurl.com/597uzytt
Johnson, S. M., & The Project on the Next Generation of Teachers. (2004). Finders and keepers: Helping new teachers survive and thrive in our schools. Jossey Bass.
Jones, M. W., & Dexter, S. (2014). How teachers learn: the roles of formal, informal, and independent learning. Education Technology Research and Development, 62(3), 367–384. https://doi.org/10.1007%2Fs11423-014-9337-6
Kang, S., & Berliner, D. C. (2012). Characteristics of teacher induction programs and turnover rates of beginning teachers. The Teacher Educator, 47(4), 268-282. https://doi.org/10.1080/08878730.2012.707758
Kaparou, M., & Bush, T. (2015). Instructional leadership in centralised systems: Evidence from Greek high-performing secondary schools. School Leadership and Management, 35(3), 321–345. https://doi.org/10.1080/13632434.2015.1041489
Kardos, S. M., Johnson, S. M., Peske, H. G., Kauffman, D., & Liu, E. (2001). Counting on colleagues: New teachers encounter the professional cultures of their schools. Educational Administration Quarterly, 37(2), 250-290. https://doi.org/10.1177/00131610121969316
Katsibras, A., & Gkelameris, D. (2018). Newly recruited primary school teachers’ training in accordance with the principles of adult education. Education Sciences, 2, 7-21. [in Greek]
Katsigianni, E. A., & Ifanti, A. A. (2020). School leadership in Greece. Autonomy trends and limitations. Educational Journal of the University of Patras UNESCO Chair, 7(2), 27-42. https://doi.org/10.26220/une.3375
Kearney, S. (2021). The challenges of beginning teacher induction: A collective case study. Teaching Education, 32(2), 142-158. https://doi.org/10.1080/10476210.2019.1679109
Kelley, L. M. (2004). Why induction matters. Journal of Teacher Education, 55(5), 438–448. https://doi.org/10.1177/0022487104269653
Keshwar Seebaluck, A., & Devi Seegum, T. (2013). Motivation among public primary school teachers in Mauritius. International Journal of Educational Management, 27(4), 446-464. https://doi.org/10.1108/09513541311316359
Kutsyuruba, B. (2012). Teacher induction and mentorship policies: The pan‐Canadian overview. International Journal of Mentoring and Coaching in Education, 1(3), 235-256. https://doi.org/10.1108/20466851211279484
Kutsyuruba, B., Walker, K. D., & Godden, L. (2019). Contextual factors in early career teaching: A systematic review of international research on teacher induction and mentoring programs. Journal of Global Education and Research, 3(2), 85-123. https://www.doi.org/10.5038/2577-509X.3.2.1057
Kutsyuruba, Β., Klinger, D. A., & Hussain, A. (2015). Relationships among school climate, school safety, and student achievement and well-being: A review of the literature. Review of Education, 3(2), 103-135. https://doi.org/10.1002/rev3.3043
Kyrou, F., Alexopoulos, N., & Raptis, N. (2020). The reception of newly appointed teachers: The contribution of the principal and the teachers’ association. European Journal of Educational Management, 3(2), 67-80. https://doi.org/10.12973/eujem.3.2.67
Lloyd, T., & Schachner, J. N. (2020). School effects revisited: The size, stability, and persistence of Middle Schools’ effects on academic outcomes. American Educational Research Journal, 58(4), 748–784. https://doi.org/10.3102/0002831220948460
Male, T., & Palaiologou, I. (2017). Pedagogical leadership in action: two case studies in English schools. International Journal of Leadership in Education, 20(6), 733-748. https://doi.org/10.1080/13603124.2016.1174310
Malinen, O. -P., & Savolainenb, H. (2016). The effect of perceived school climate and teacher efficacy in behavior management on job satisfaction and burnout: A longitudinal study. Teaching & Teacher Education, 60, 144-152. https://doi.org/10.1016/j.tate.2016.08.012
Mansfield, C., & Gu, Q. (2019). “I’m finally getting that help that I needed”: Early career teacher induction and professional learning. The Australian Educational Researcher, 46(4), 639–659. https://doi.org/10.1007/s13384-019-00338-y
Martin, M., & Rippon, J. (2003) Teacher induction: personal intelligence and the mentoring relationship. Journal of In-Service Education, 29(1), 141-162. https://doi.org/10.1080/13674580300200204
Mlekanis, M. (2005). Teachers’ working conditions. Tipothito, G. Dardanos. [in Greek]
Moir, E., & Gless, J. (2001). Quality Induction: an investment in teachers. Teacher Education Quarterly, 28(1), 109-114. https://www.jstor.org/stable/23478338
Moore-Johnson, S. (2004). Finders and keepers: Helping new teachers survive and thrive in Our Schools. Jossey Bass.
Nasser-Abu Alhija, F. M., & Fresko, B. (2010). Socialization of new teachers: Does induction matter? Teaching and Teacher Education, 26(8), 1592-1597. https://doi.org/10.1016/j.tate.2010.06.010
Nasser-Abu Alhija, F. M., & Fresko, B. (2016). A retrospective appraisal of teacher induction. Australian Journal of Teacher Education, 41(2), 16-31. https://bit.ly/3AMZtZv
Pain, L. W., & Schwille, J. R. (2010). Teacher induction in international contexts. In J. Wang, S. J. Odell, & R. T. Clift (Eds.), Past, present and future research on teacher induction: An anthology for researcher, policy makers and practitioners (pp. 31-44), Rowman & Littlefield.
Panteli, M. A. (2009). What would newly qualified teachers appointed in Cyprus primary schools expect from an effective school-based induction programme? Recommendations for the introduction of an effective school-based induction programme [Unpublished doctoral dissertation]. The Open University.
Papadatou, E., & Alexopoulos, N. (2019). Cooperativeness in primary schools: An exploratory investigation of teachers’ attitudes and perceptions in Greece. US-China Education Review A, 9(5), 203-217. https://shorturl.at/horG2
Papazoglou, A., & Koutouzis, M. (2019). Educational leadership roles for the development of learning organizations: Seeking scope in the Greek context. International Journal of Leadership in Education. https://doi.org/10.1080/13603124.2019.1690950
Podgursky, M., Ehlert, M., Lindsay, J., & Wan, Y. (2016). An examination of the movement of educators within and across three Midwest region states. Regional Educational Laboratory. https://bit.ly/3r4f3MI
Richards, K. A. R., Pennington, C. G., & Sinelnikov, O. A. (2019). Teacher socialization in physical education: A scoping review of literature. Kinesiology Review, 8(2), 86–99. https://bit.ly/3r2FK4y
Rippon, J., & Martin, M. (2003). Supporting induction: Relationships count. Mentoring and Tutoring, 11(2), 211-226. https://doi.org/10.1080/13611260306858
Rogari, G., Kyrou, F., & Saitis, C. (2015). Investigating attitudes of educators and school leadership on selecting and placing teaching staff in Greek primary schools. Nea Paideia, 153, 54–84. [in Greek.]
Ronfeldt, M., & McQueen, K. (2017). Does new teacher induction really improve retention? Journal of Teacher Education, 68(4), 394-410. https://doi.org/10.1177/0022487117702583
Saiti, A. (2015). Conflicts in schools, conflict management style and the role of the school leader: A study of Greek primary school educators. Educational Management Administration and Leadership, 43(4), 582-609. https://doi.org/10.1177/1741143214523007
Saiti, A., & Eliophotou-Menon, M. (2009). Educational decision making in a centralized system: the case of Greece. International Journal of Educational Management, 23(6), 446-455. https://doi.org/10.1108/09513540910980998
Saiti, A., & Saitis, C. (2020). Organization and management of education. From theory to practice. Ad Libitum. [in Greek]
Saitis, C., & Saiti, A. (2018). Initiation of educators into educational management secrets. Springer International Publishing.
Scafidi, B., Sjoquist, D. L., & Stinebrickner, T. R. (2007). Race, poverty, and teacher mobility. Economics of Education Review, 26(2), 145-159. https://doi.org/10.1016/j.econedurev.2005.08.006
Schermerhorn, J. R. (2012). Introduction to management. John Wiley & Sons Inc.
Serpell, Z. (2000). Beginning teacher induction: A review of the literature. American Association of Colleges for Teacher Education.
Shah, M. (2012). The importance and benefits of teacher collegiality in schools: a literature review. Procedia - Social and Behavioral Sciences, 46, 1242 – 1246. https://doi.org/10.1016/j.sbspro.2012.05.282
Skaalvik, E. M., & Skaalvik, S. (2011). Teacher job satisfaction and motivation to leave the teaching profession: Relations with school context, feeling of belonging, and emotional exhaustion. Teaching and Teacher Education, 27(6), 1029-1038. https://doi.org/10.1016/j.tate.2011.04.001
Snoek, M., Eisenschmidt, E., Forsthuber, B., Holdsworth, P., Michaelidou, A., Dahl, J., &
Pachler, N. (2010). Developing Coherent and System-wide Induction Programmes for
Beginning Teachers-a Handbook for Policy Makers. European Commission. https://rb.gy/fnlbuz
Snoek, M., Swennen, A., & van der Klink, M. (2011). The quality of teacher educators in the European policy debate: actions and measures to improve the professionalism of teacher educators. Professional Development in Education, 37(5), 651-664. https://doi.org/10.1080/19415257.2011.616095
Stavrianoudaki, A., & Iordanides, G. (2018). School Autonomy and Effectiveness in Greek Primary Education. International Studies in Educational Administration, 46(2), 92-109.
Steele, J. L., Pepper, M. J., Springer, M. G., & Lockwood, J. R. (2015). The distribution and mobility of effective teachers: Evidence from a large, urban school district. Economics of Education Review, 48, 86-10. https://doi.org/10.1016/j.econedurev.2015.05.009
Strong, M. (2005). Teacher induction, mentoring, and retention: A summary of the research. The New Educator, 1(3), 181-198. https://doi.org/10.1080/15476880590966295
Swanlund, A. (2011). Identifying working conditions that enhance teacher effectiveness: The psychometric evaluation of the Teacher Working Conditions Survey. American Institutes for Research.
Thanasopoulou, K. (2019). Secondary education teachers’ views in Athens on the factors influencing the induction and integration of a newly hired teacher [Unpublished master’s thesis]. Harokopio University. [in Greek]
Thomas, L., Tuytens, M., Moolenaar, N., Devos, G., Kelchtermans, G., & Vanderlinde, R. (2019). Teachers’ first year in the profession: the power of high quality support. Teachers and Teaching, 25(2), 160-188. https://doi.org/10.1080/13540602.2018.1562440
Totterdell, M., Woodroffe, L., Bubb, S., & Hanrahan, K. (2004). The impact of newly qualified teachers (NQT) induction programmes on the enhancement of teacher expertise, professional development, job satisfaction or retention rates: a systematic review of research literature on induction. EPPI-Centre, Social Science Research Unit, Institute of Education.
van Velzen, C., van der Klink, M., Swennen, A., & Yaffe, E. (2010). The induction and needs of beginning teacher educators. Professional Development in Education, 36(1-2), 61-75. https://doi.org/10.1080/19415250903454817
Verderber, K. S., Sellnow, R. F., & Verderber, R. F. (2017). Communicate. Cengage Learning.
Weasmer, J., & Woods, A. M. (2000). Preventing baptism by fire: Fostering growth in new teachers. Clearing House: A Journal of Educational Strategies, Issues and Ideas, 73(3), 171-173. https://doi.org/10.1080/00098650009600941
Wechsler, M. E., Caspary, K., Humphrey, D. C., & Matsko, K. K. (2010). Examining the effects of new teacher induction. SRI International
Wong, H. (2004). Induction programs that keep new teachers teaching and improving. NASSP Bulletin, 88(638), 41-58. https://doi.org/10.1177/019263650408863804
Wong, H. (2005). New teacher induction: The foundation for comprehensive, coherent and sustained professional development. In H. Portner (Ed.), Teacher mentoring and Induction: The state of art and beyond (pp. 41-58). Corwin.
Wong, H. K., Britton, T., & Ganser, T. (2005). What the world can teach us about new teacher induction. Phi Delta Kappan, 86(5), 379-384. https://doi.org/10.1177/003172170508600509
Wynn, S. R., Carboni, L. W., & Patall, E. A. (2007). Beginning teachers’ perceptions of mentoring, climate, and leadership: Promoting retention through a learning communities perspective. Leadership and Policy in Schools, 6(3), 209-229. https://doi.org/10.1080/15700760701263790
Yuqing, W. (2021). The difficulties and approaches of newly appointed teachers' professional development in primary and secondary schools. Academic Journal of Humanities & Social Sciences, 4(4), 21-24. https://rb.gy/sdhegg
Zembytska, M. (2016). Mentoring as the core element of new teacher induction in the USA: Policies and practices. Comparative Professional Pedagogy, 6(2), 67-73. https://doi.org/10.1515/rpp-2016-0021
Zuljan, M. V., & Požarnik, B. M. (2014) Induction and early-career support of teachers in Europe. European Journal of Education, 49(2), 192-205. https://doi.org/10.1111/ejed.12080