Principals’ and Mentors’ Shared Responsibilities in Induction of Beginning Teachers
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Jan 16, 2020
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Keywords:
principals, mentors, beginning teachers’ induction, mentoring, responsibilities
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Abstract
This study examined Israeli principals’ and mentors’ perceived shared responsibilities concerning mentor selection, specific induction tasks, induction success attributes, and their involvement in induction. A total sample of 222 principals and 765 mentors completed two separate online, anonymous questionnaires assessing their perceptions of these aspects. Results show that principals and mentors differ in their perceived responsibilities concerning mentor selection, task responsibilities, and induction success attributes. They coincide on mentor selection criteria and their involvement in induction. Today’s complex, multifaceted induction environments require a reexamination of the principals’ and mentors’ shared responsibilities in the preparation of beginning teachers. The concept of shared responsibilities is discussed.
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References
Aitken, R. & Harford, J. (2011). Induction needs of a group of teachers at different career stages in a school in the Republic of Ireland: Challenges and expectations. Teaching and Teacher Education, 27(2), 350–356. doi:10.1016/j.tate.2010.09.003.
Angelle, P. (2002). T.O.S.S. it to the new teacher: The principal’s role in the induction process. Paper presented at the annual meeting of the Southwest Educational Research Association, February 14–16, Austin, TX.
Beutel, D., Crosswell, L., Willis, J., Spooner-Lane, R., Curtis, E. & Churchward, P. (2017). Preparing teachers to mentor beginning teachers: an Australian case study. International Journal of Mentoring and Coaching in Education, 6(3), 164–177.
Bickmore, D.L. & Bickmore, S.T. (2010). A multifaceted approach to teacher induction. Teaching and Teacher Education, 26(4), 1005–1014.
Blackmore, J. (2004). Restructuring educational leadership in changing contexts: A local/global account of restructuring in Australia. Journal of Educational Change, 5(3), 267–288.
Blasé, J. & Blasé, J. (2000). Effective instructional leadership: Teachers’ perspectives on how principals promote teaching and learning in schools. Journal of Educational Administration, 38(2), 130–141.
Brown, K. (2002). Acclimating induction teachers to low-performing schooling: Administrators’ role. Education, 123(2), 422–426.
Bullough, R.V.Jr. (2012). Mentoring and new teacher induction in the United States: A review and analysis of current practices. Mentoring & Tutoring: Partnership in Learning, 20(1), 57–74.
Bullough, R. & Draper, R. (2004). Making sense of the failed triad: Mentors, university supervisors and positioning theory. Journal of Teacher Education, 55(5), 407–420.
Carver, C.L. (2003). The principal’s role in new teacher induction. In M. Scherer (ed.), Keeping good teachers (chap. 4). Retrieved November 28, 2015, from http://www.ascd.org/publications/ books/104138/chapters/The-Principal’s-Role-in-New-Teacher-Induction.aspx
Cherian, F. & Daniel, Y. (2008). Principal leadership in new teacher induction: Becoming agents of change. International Journal of Education Policy and Leadership, 3(2), 1–11.
Creswell, J. (1998), Qualitative Inquiry and Research Design: Choosing among Five Traditions, Sage, Thousand Oaks, CA.
Cuconato, M., du Bois-Reymond, M. & Lunabba, H. (2015). Between gate-keeping and support: Teachers’ perception of their role in transition. International Journal of Qualitative Studies in Education, 28(3), 311–328.
Cunningham, B. (2007). All the right features: Towards an “architecture” for mentoring trainee teachers in UK further education colleges. Journal of Education for Teaching, 33(1), 83–97.
Desimone, L.M., Hochberg, E.D., Porter, A.C., Polikoff, M.S., Schwartz, R. & Johnson, L.J. (2014). Formal and informal mentoring: Complementary, compensatory, or consistent? Journal of Teacher Education, 65(2), 88–110.
Eldar, E., Nabel, N., Schechter, C., Talmor, R. & Mazin, K. (2003). Anatomy of success and failure: The story of three novice teachers. Educational Research, 45(1), 29–48.
Feiman-Nemser, S. (2003). What new teachers need to learn. Educational Leadership, 60(8), 25–29.
Forsbach-Rothman, T. (2007). The mentor role: Is training necessary? Journal of In-Service Education, 33(2), 245–247.
Ganser, T. (2002). How teachers compare the roles of cooperating teacher and mentor. Educational Forum, 66(4), 380–385.
Glenn, W.J. (2006). Model versus mentor: Defining the necessary qualities of the effective cooperating teacher. Teacher Education Quarterly, 33(1), 85–95.
Grossman, P., Hammerness, K.M., McDonald, M. & Ronfeldt, M. (2008). Constructing coherence: Structural predictors of perceptions of coherence in NYC teacher education programs. Journal of Teacher Education, 59(4), 273–287.
Grudnoff, L. (2011). Rethinking the practicum: Limitations and possibilities. Asia-Pacific Journal of Teacher Education, 39(3), 223–234.
Hallinger, P. & Heck, R.H. (2010). Collaborative leadership and school improvement: Understanding the impact on school capacity and student learning. School Leadership & Management, 30(2), 95–110.
Hennissen, P., Crasborn, F., Brouwer, N., Korthagen, F. & Bergen, T. (2011). Clarifying pre-service teacher perceptions of mentor teachers’ developing use of mentoring skills. Teaching and Teacher Education, 27(6), 1049–1058.
Hobson, A.J., Ashby, P., Malderez, A. & Tomlinson, P.D. (2009). Mentoring beginning teachers: What we know and what we don’t. Teaching and Teacher Education, 25(1), 207–216.
Inbar, D. (1983). Responsibility. Tel Aviv: Sifriyat Poalim [Hebrew].
Ingersoll, R.M. (2005). The problem of underqualified teachers: A sociological perspective. Sociology of Education, 78(2), 175–178.
Ingersoll, R.M. & Smith, T.M. (2004). Do teacher induction and mentoring matter? NASSP Bulletin, 88(638), 28–40.
Ingersoll, R.M. & Strong, M. (2011). The impact of induction and mentoring programs for beginning teachers: A critical review of the research. Review of Educational Research, 81(2), 201–233, doi:10.3102/0034654311403323.
Kajs, L.T. (2002). Framework for designing a mentoring program for novice teachers. Mentoring and Tutoring, 10(1), 57–69.
Marks, H.M. & Printy, S.M. (2003). Principal leadership and school performance: An integration of transformational and instructional leadership. Educational Administration Quarterly, 39(3), 370–397.
Mena, J., Hennissen, P. & Loughran, J. (2017). Developing pre-service teachers’ professional knowledge of teaching: The influence of mentoring. Teaching and teacher education, 66, 47–59.
Ministry of Education. (2009). Integrating interns and new educational employees at schools. Director-General’s Circular, Permanent Regulations, 2010/1(B). Israel [Hebrew].
Morse, J.M. (1994), “Designing funded qualitative research.” In: N.K. Denzin. and Y.S. Lincoln (eds.), Handbook of Qualitative Research (p. 220–235). Sage, Thousand Oaks, CA, 2nd ed.
Nasser-Abu Alhija, F. & Fresko, B. (2010). Socialization of new teachers: Does induction matter? Teaching and teacher education, 26(8), 1592–1597.
Nasser-Abu Alhija, F. & Fresko, B. (2016). A retrospective appraisal of teacher induction. Australian Journal of Education (Online), 41(2), 16–31.
Nasser-Abu Alhija, F., Fresko, B. & Reichenberg, R. (2011). The induction process in education–overview. In: O. Schatz-Oppenheimer, D. Maskit & S. Zilbershtrom (eds.), Being a teacher: The entry path to education (pp. 55–87). Tel Aviv: MOFET Institute & Ministry’s Teacher Induction Division [Hebrew].
Odell, S.J., Huling, L. & Sweeny, B.W. (2000). Conceptualizing quality mentoring: Background information. In: S.J. Odell & L. Huling (eds.), Quality mentoring for novice teachers (pp. 3–14). Washington, DC: Association of Teacher Educators.
Polit, D.F. & Beck, C.T. (2006). The content validity index: Are you sure you know what’s being reported? Critique and recommendations. Research in Nursing & Health, 29(5), 489–497, doi: 10.1002/nur.20147.
Rajuan, M., Tuchin, I. & Zuckerman, T. (2011). Mentoring the mentors: First-order description of experience in context. The New Educator, 7(2), 172–190.
Roberson, S. & Roberson, R. (2009). The role and practice of the principal in developing novice first-year teachers. Clearing House, 82(3), 113–118.
Sargent, B. (2003). Finding good teachers—And keeping them. Educational Leadership, 60(8), 47–44.
Schatz-Oppenheimer, O. (2011). Conflict tension and complexity in the job of mentoring. In: O. Schatz-Oppenheimer, D. Maskit & S. Zilbershtrom (eds.), Being a teacher: The entry path to education (pp. 183–199). Tel Aviv: MOFET Institute and Israel Ministry of Education—Teacher Induction (Induction) Division [Hebrew].
Schatz-Oppenheimer, O. & Dvir, N. (2014). From ugly duckling to swan: Stories of novice teachers. Teaching and Teacher Education, 37(1) 140–149.
Schneider, R. (2008). Mentoring new mentors: Learning to mentor preservice science teachers. Journal of Science Teacher Education, 19(2), 113–116.
Schwabsky, N. (2010). Opinions and forecasts for change in teacher training: Opportunities and risks. Dapim, 50, 17–47 [Hebrew].
Schwabsky, N. (2018). Factors affecting principals’ adoption of and satisfaction with market-driven externally developed reforms. International Journal of Educational Management, 32(3), 342–358.
Schmidt, M. (2000). Role theory, emotions, and identity in the department headship in secondary schooling. Teaching and Teacher Education, 16(8), 827–842.
Scribner, J.P., Sawyer, R.K., Watson, S.T. & Myers, V.L. (2007). Teacher Teams and Distributed Leadership: A Study of Group Discourse and Collaboration. Educational Administration Quarterly, 43(1), 67–100.
Shivers-Blackwell, S.L. (2004). Using role theory to examine determinants of transformational and transactional leader behavior. Journal of Leadership and Organizational Studies, 10(3), 41–50.
Smith, T.M. & Ingersoll, R.M. (2004). What are the effects of induction and mentoring on beginning teacher turnover? American Educational Research Journal, 41(3), 681–714.
Starks, H. & Trinidad, S.B. (2007), Choose your method: a comparison of phenomenology, discourse analysis, and grounded theory. Qualitative Health Research, 17(10), 1372–1380.
Tschannen-Moran, M. (2009). Fostering teacher professionalism in schools: The role of leadership orientation and trust. Educational Administration Quarterly, 45(2), 217–247.
van Ginkel, G., Verloop, N. & Denessen, E. (2016). Why mentor? Linking mentor teachers’ motivations to their mentoring conceptions. Teachers and teaching, 22(1), 101-116.
Wahlstrom, K.L. & Louis, K.S. (2008). How teachers experience principal leadership: The roles of professional community, trust, efficacy, and shared responsibility. Educational Administration Quarterly, 44(4), 458–495.
Watkins, P. (2005). The principal’s role in attracting, retaining, and developing new teachers. Clearing House, 79(2), 83–87.
Wood, A. (2005). The importance of principals: Site administrators’ roles in novice teacher induction. American Secondary Education, 33(2), 39–62.
Wynn, S., Carboni, L. & Patall, E. (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.
Youngs, P. (2007). How elementary principals’ beliefs and actions influence new teachers’ experiences. Educational Administration Quarterly, 43(1), 101–137.
Angelle, P. (2002). T.O.S.S. it to the new teacher: The principal’s role in the induction process. Paper presented at the annual meeting of the Southwest Educational Research Association, February 14–16, Austin, TX.
Beutel, D., Crosswell, L., Willis, J., Spooner-Lane, R., Curtis, E. & Churchward, P. (2017). Preparing teachers to mentor beginning teachers: an Australian case study. International Journal of Mentoring and Coaching in Education, 6(3), 164–177.
Bickmore, D.L. & Bickmore, S.T. (2010). A multifaceted approach to teacher induction. Teaching and Teacher Education, 26(4), 1005–1014.
Blackmore, J. (2004). Restructuring educational leadership in changing contexts: A local/global account of restructuring in Australia. Journal of Educational Change, 5(3), 267–288.
Blasé, J. & Blasé, J. (2000). Effective instructional leadership: Teachers’ perspectives on how principals promote teaching and learning in schools. Journal of Educational Administration, 38(2), 130–141.
Brown, K. (2002). Acclimating induction teachers to low-performing schooling: Administrators’ role. Education, 123(2), 422–426.
Bullough, R.V.Jr. (2012). Mentoring and new teacher induction in the United States: A review and analysis of current practices. Mentoring & Tutoring: Partnership in Learning, 20(1), 57–74.
Bullough, R. & Draper, R. (2004). Making sense of the failed triad: Mentors, university supervisors and positioning theory. Journal of Teacher Education, 55(5), 407–420.
Carver, C.L. (2003). The principal’s role in new teacher induction. In M. Scherer (ed.), Keeping good teachers (chap. 4). Retrieved November 28, 2015, from http://www.ascd.org/publications/ books/104138/chapters/The-Principal’s-Role-in-New-Teacher-Induction.aspx
Cherian, F. & Daniel, Y. (2008). Principal leadership in new teacher induction: Becoming agents of change. International Journal of Education Policy and Leadership, 3(2), 1–11.
Creswell, J. (1998), Qualitative Inquiry and Research Design: Choosing among Five Traditions, Sage, Thousand Oaks, CA.
Cuconato, M., du Bois-Reymond, M. & Lunabba, H. (2015). Between gate-keeping and support: Teachers’ perception of their role in transition. International Journal of Qualitative Studies in Education, 28(3), 311–328.
Cunningham, B. (2007). All the right features: Towards an “architecture” for mentoring trainee teachers in UK further education colleges. Journal of Education for Teaching, 33(1), 83–97.
Desimone, L.M., Hochberg, E.D., Porter, A.C., Polikoff, M.S., Schwartz, R. & Johnson, L.J. (2014). Formal and informal mentoring: Complementary, compensatory, or consistent? Journal of Teacher Education, 65(2), 88–110.
Eldar, E., Nabel, N., Schechter, C., Talmor, R. & Mazin, K. (2003). Anatomy of success and failure: The story of three novice teachers. Educational Research, 45(1), 29–48.
Feiman-Nemser, S. (2003). What new teachers need to learn. Educational Leadership, 60(8), 25–29.
Forsbach-Rothman, T. (2007). The mentor role: Is training necessary? Journal of In-Service Education, 33(2), 245–247.
Ganser, T. (2002). How teachers compare the roles of cooperating teacher and mentor. Educational Forum, 66(4), 380–385.
Glenn, W.J. (2006). Model versus mentor: Defining the necessary qualities of the effective cooperating teacher. Teacher Education Quarterly, 33(1), 85–95.
Grossman, P., Hammerness, K.M., McDonald, M. & Ronfeldt, M. (2008). Constructing coherence: Structural predictors of perceptions of coherence in NYC teacher education programs. Journal of Teacher Education, 59(4), 273–287.
Grudnoff, L. (2011). Rethinking the practicum: Limitations and possibilities. Asia-Pacific Journal of Teacher Education, 39(3), 223–234.
Hallinger, P. & Heck, R.H. (2010). Collaborative leadership and school improvement: Understanding the impact on school capacity and student learning. School Leadership & Management, 30(2), 95–110.
Hennissen, P., Crasborn, F., Brouwer, N., Korthagen, F. & Bergen, T. (2011). Clarifying pre-service teacher perceptions of mentor teachers’ developing use of mentoring skills. Teaching and Teacher Education, 27(6), 1049–1058.
Hobson, A.J., Ashby, P., Malderez, A. & Tomlinson, P.D. (2009). Mentoring beginning teachers: What we know and what we don’t. Teaching and Teacher Education, 25(1), 207–216.
Inbar, D. (1983). Responsibility. Tel Aviv: Sifriyat Poalim [Hebrew].
Ingersoll, R.M. (2005). The problem of underqualified teachers: A sociological perspective. Sociology of Education, 78(2), 175–178.
Ingersoll, R.M. & Smith, T.M. (2004). Do teacher induction and mentoring matter? NASSP Bulletin, 88(638), 28–40.
Ingersoll, R.M. & Strong, M. (2011). The impact of induction and mentoring programs for beginning teachers: A critical review of the research. Review of Educational Research, 81(2), 201–233, doi:10.3102/0034654311403323.
Kajs, L.T. (2002). Framework for designing a mentoring program for novice teachers. Mentoring and Tutoring, 10(1), 57–69.
Marks, H.M. & Printy, S.M. (2003). Principal leadership and school performance: An integration of transformational and instructional leadership. Educational Administration Quarterly, 39(3), 370–397.
Mena, J., Hennissen, P. & Loughran, J. (2017). Developing pre-service teachers’ professional knowledge of teaching: The influence of mentoring. Teaching and teacher education, 66, 47–59.
Ministry of Education. (2009). Integrating interns and new educational employees at schools. Director-General’s Circular, Permanent Regulations, 2010/1(B). Israel [Hebrew].
Morse, J.M. (1994), “Designing funded qualitative research.” In: N.K. Denzin. and Y.S. Lincoln (eds.), Handbook of Qualitative Research (p. 220–235). Sage, Thousand Oaks, CA, 2nd ed.
Nasser-Abu Alhija, F. & Fresko, B. (2010). Socialization of new teachers: Does induction matter? Teaching and teacher education, 26(8), 1592–1597.
Nasser-Abu Alhija, F. & Fresko, B. (2016). A retrospective appraisal of teacher induction. Australian Journal of Education (Online), 41(2), 16–31.
Nasser-Abu Alhija, F., Fresko, B. & Reichenberg, R. (2011). The induction process in education–overview. In: O. Schatz-Oppenheimer, D. Maskit & S. Zilbershtrom (eds.), Being a teacher: The entry path to education (pp. 55–87). Tel Aviv: MOFET Institute & Ministry’s Teacher Induction Division [Hebrew].
Odell, S.J., Huling, L. & Sweeny, B.W. (2000). Conceptualizing quality mentoring: Background information. In: S.J. Odell & L. Huling (eds.), Quality mentoring for novice teachers (pp. 3–14). Washington, DC: Association of Teacher Educators.
Polit, D.F. & Beck, C.T. (2006). The content validity index: Are you sure you know what’s being reported? Critique and recommendations. Research in Nursing & Health, 29(5), 489–497, doi: 10.1002/nur.20147.
Rajuan, M., Tuchin, I. & Zuckerman, T. (2011). Mentoring the mentors: First-order description of experience in context. The New Educator, 7(2), 172–190.
Roberson, S. & Roberson, R. (2009). The role and practice of the principal in developing novice first-year teachers. Clearing House, 82(3), 113–118.
Sargent, B. (2003). Finding good teachers—And keeping them. Educational Leadership, 60(8), 47–44.
Schatz-Oppenheimer, O. (2011). Conflict tension and complexity in the job of mentoring. In: O. Schatz-Oppenheimer, D. Maskit & S. Zilbershtrom (eds.), Being a teacher: The entry path to education (pp. 183–199). Tel Aviv: MOFET Institute and Israel Ministry of Education—Teacher Induction (Induction) Division [Hebrew].
Schatz-Oppenheimer, O. & Dvir, N. (2014). From ugly duckling to swan: Stories of novice teachers. Teaching and Teacher Education, 37(1) 140–149.
Schneider, R. (2008). Mentoring new mentors: Learning to mentor preservice science teachers. Journal of Science Teacher Education, 19(2), 113–116.
Schwabsky, N. (2010). Opinions and forecasts for change in teacher training: Opportunities and risks. Dapim, 50, 17–47 [Hebrew].
Schwabsky, N. (2018). Factors affecting principals’ adoption of and satisfaction with market-driven externally developed reforms. International Journal of Educational Management, 32(3), 342–358.
Schmidt, M. (2000). Role theory, emotions, and identity in the department headship in secondary schooling. Teaching and Teacher Education, 16(8), 827–842.
Scribner, J.P., Sawyer, R.K., Watson, S.T. & Myers, V.L. (2007). Teacher Teams and Distributed Leadership: A Study of Group Discourse and Collaboration. Educational Administration Quarterly, 43(1), 67–100.
Shivers-Blackwell, S.L. (2004). Using role theory to examine determinants of transformational and transactional leader behavior. Journal of Leadership and Organizational Studies, 10(3), 41–50.
Smith, T.M. & Ingersoll, R.M. (2004). What are the effects of induction and mentoring on beginning teacher turnover? American Educational Research Journal, 41(3), 681–714.
Starks, H. & Trinidad, S.B. (2007), Choose your method: a comparison of phenomenology, discourse analysis, and grounded theory. Qualitative Health Research, 17(10), 1372–1380.
Tschannen-Moran, M. (2009). Fostering teacher professionalism in schools: The role of leadership orientation and trust. Educational Administration Quarterly, 45(2), 217–247.
van Ginkel, G., Verloop, N. & Denessen, E. (2016). Why mentor? Linking mentor teachers’ motivations to their mentoring conceptions. Teachers and teaching, 22(1), 101-116.
Wahlstrom, K.L. & Louis, K.S. (2008). How teachers experience principal leadership: The roles of professional community, trust, efficacy, and shared responsibility. Educational Administration Quarterly, 44(4), 458–495.
Watkins, P. (2005). The principal’s role in attracting, retaining, and developing new teachers. Clearing House, 79(2), 83–87.
Wood, A. (2005). The importance of principals: Site administrators’ roles in novice teacher induction. American Secondary Education, 33(2), 39–62.
Wynn, S., Carboni, L. & Patall, E. (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.
Youngs, P. (2007). How elementary principals’ beliefs and actions influence new teachers’ experiences. Educational Administration Quarterly, 43(1), 101–137.