Principal Leadership in New Teacher Induction: Becoming Agents of Change | Zendy

Finney Cherian | Zendy; Yvette Daniel | Zendy

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Principal Leadership in New Teacher Induction: Becoming Agents of Change

Author(s) -

Finney Cherian,

Yvette Daniel

Publication year - 2008

Publication title -

international journal of education policy and leadership

Language(s) - English

Resource type - Journals

ISSN - 1555-5062

DOI - 10.22230/ijepl.2008v3n2a97

Subject(s) - teacher induction , mentorship , extant taxon , principal (computer security) , politics , pedagogy , educational leadership , scale (ratio) , sociology , psychology , public relations , political science , professional development , medical education , medicine , physics , quantum mechanics , evolutionary biology , computer science , law , biology , operating system

This small-scale pilot study investigated the role of school principals in the induction of new teachers in Ontario, Canada. Building upon the theoretical framework of Bolman and Deal (2002), as well as interviews, document analysis, and review of extant literature, the following findings were established: (a) Principals expressed that the educative mentorship of novices requires the engagement of the entire school community; and (b) Principals, veterans, and novices saw teaching as an intellectual, moral, and political endeavor that required their collective involvement. We suggest that principals employ the notion of “communities of practice” to instill a culture of support for new teacher induction.

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