Open AccessSchool Administrator Engagement in Teacher Induction and Mentoring: Findings from Statewide and District-Wide Programs
Author(s) -
Benjamin Kutsyuruba
Publication year - 2021
Publication title -
international journal of education policy and leadership
Language(s) - English
Resource type - Journals
ISSN - 1555-5062
DOI - 10.22230/ijepl.2020v16n18a1019
Subject(s) - teacher induction , school district , perception , psychology , pedagogy , teacher leadership , medical education , educational leadership , political science , public relations , professional development , medicine , neuroscience
Research shows that school administrators’ engagement is vital in creating a structure supportive of induction and mentoring for early career teachers. This article details a mixed-method research study that examined the role and impact of school administrators’ engagement in four teacher induction programs in the United States (two statewide and two district-wide) supported by the New Teacher Center. The results identify administrator role expectations and participants’ perceptions of the programs, and they indicate how vital school administrators’ leadership and commitment are to a successful program. The article concludes with implications for theory, practice, policy, and further research.