Open AccessThe Role of School Administrator in Providing Early Career Teachers’ Support: A Pan-Canadian Perspective
Author(s) -
Keith Walker,
Benjamin Kutsyuruba
Publication year - 2019
Publication title -
international journal of education policy and leadership
Language(s) - English
Resource type - Journals
ISSN - 1555-5062
DOI - 10.22230/ijepl.2019v14n2a862
Subject(s) - mentorship , teacher induction , perspective (graphical) , career development , pedagogy , career pathways , psychology , medical education , faculty development , perception , professional development , medicine , artificial intelligence , neuroscience , computer science
This article is based on an extensive mixed-methods pan-Canadian study that examined the differential impact of teacher induction and mentorship programs on the retention of early career teachers (ECTs). It discusses the findings from the analysis of publicly available pan-Canadian documents detailing the mandated roles, duties, and responsibilities of school administrators in teacher induction and mentorship. It then describes the results of the Teacher Induction Survey (N = 1,343) and the telephone interviews (N = 36) that elicited the perceptions of Canadian early career teachers regarding the school administrator’s role and engagement in effective teacher induction and mentoring programs.