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Summary of significant (p<.05) relationships between mentoring implementation variables and school level and mentoring activities and mentor attitudes
Source publication
This study examined the mentoring component of the Israeli induction program for beginning teachers. Factors, such as gender, school level, and implementation of mentoring, were investigated in relation to mentoring activities (frequency, initiation, regularity, content) and mentors’ attitudes (towards matching, role conflict, the mentoring experie...
Context in source publication
Context 1
... relationships (p<0.05) between mentoring implementation variables, gender and school level, on the one hand, and mentoring activities and mentors' attitudes, on the other hand, are presented in Tables 1 and 2. Table 1 summarizes results of 2 analyses for variables measured on nominal or ordinal scales and Table 2 presents the results of t-tests for comparisons of groups on variables measured on interval scales. It was found that mentoring implementation factors (mentor training, selection, and start of mentoring) were significant correlates of mentoring activities and mentors' attitudes. ...
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Citations
... School principals who associate themselves with those in higher status by using sponsorship game [12] may block teachers' organizational socialization because they will show their loyalty and gratitude to the sponsor [1,11]. Because employees' organizational socialization is influenced by the behaviours of managers and the leadership styles they use [116]. The political games used can also slow the organizational socialization of employees, as they affect employee performance negatively [117][118][119][120]. ...
The purpose of this study was to analyze the effect of power base games used by school principals on teachers’ organizational silence and on their organizational socialization according to teacher perceptions. The sample of the study consisted of 468 teachers working in the city center of Burdur province in the 2016-2017 educational year. The data was collected through “Power Base Games Scale”, “Organizational Silence Scale” and “Organizational Socialization Scale”. Descriptive statistics, t-test, one-way variance analysis and Structural Equation Model were used for the analysis of the data. According to the results of the study, among the Power Base Games; Lording and Alliance Building Games have a positive effect, but Sponsorship Game has a negative effect on organizational silence; Empire Building, Expertise and Budgeting Games have no effect on organizational silence. Lording and Sponsorship Games, on the other hand, have a negative effect on organizational socialization; Alliance Building, Empire Building, Expertise and Budgeting Games have no effect on organizational socialization.
... En el análisis que hemos llevado a cabo de los diarios, no hemos encontrado ninguna referencia a una orientación basada en la supervisión, vigilancia, obligación o control hacia los principiantes. Todo lo contrario, han desarrollado su rol y sus funciones dentro un ambiente de confianza y amistad, llegando incluso a convertirse en parte de su familia ofreciéndoles consejos para que puedan adaptarse fácil y eficazmente a su nuevo rol como docentes así como al complejo contexto en el que se desenvuelven (Nasser-Abu Alhija & Fresko, 2010: 2497: "caminando al lado de aquellos maestros que inician su labor en el sistema educativo y proporcionando algunas estrategias y recursos para mejorar la calidad del trabajo que se realizan en los salones de clases, incentivando las actividades innovadoras y creativas". ...
Resumen: El periodo de inducción es una etapa diferenciada en el camino de convertirse en docente. Los programas de inducción a la enseñanza están progresivamente instalándose en la mayoría de sistemas educativos. La figura del mentor ha recibido una considerable atención por parte de la investigación sobre formación del profesorado. El mentor es un docente con experiencia y saber docente reconocido y con formación especializada como formador, que ofrece su apoyo al profesorado principiante. En este artículo describimos el proceso de mentoría que se ha llevado a cabo a lo largo del desarrollo de un programa de inducción para el profesorado principiante en la República Dominicana. Los mentores que han participado en esta investigación son 32, distribuidos por varias zonas de todo el país. Los datos que analizamos en este artículo lo configuran los diarios que los mentores redactaron a lo largo del programa. Se solicitó a los mentores que redactaran un diario de actividades. El total de datos lo componen 1.176 páginas de texto, agrupadas en 32 diarios de mentores. Los resultados muestran una realidad que es consistente con la mayoría de los resultados de las investigaciones sobre profesorado principiante y programas de inducción. La prevalencia de los problemas relacionados con la metodología, la disciplina y la motivación son constantes en todos los trabajos que abordan los primeros años de enseñanza. Estos problemas los analizamos desde el punto de vista de los propios mentores que realizan el apoyo al profesorado principiante.
... Other studies examined carefully the influences of induction program policies on the mentoring relationship and its result. Alhija and Fresko (2010) surveyed 118 mentors working in comprehensive induction programs in Israel, where mentoring was a key component and revealed that mentoring policies were significantly correlated to mentoring activities and mentors' attitudes. The satisfied mentoring relationships were often related to the program policy on the recruitment, training, and matching of mentors with beginning teachers. ...
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This review examines the influences of teacher-mentor relationships on novice teachers' learning to teach and the program and school contexts shaping this relationship during teacher induction. It reviews systematically four bodies of empirical literature since 1995. They include the studies on the consequences of what mentors and novices do for novices' learning to teach and their student performances, the role of what mentors and novices brought into their relationship that shapes teacher mentoring relationship, the impacts of mentoring programs on mentor-novice relationships, and the influences of school contexts on mentor-novice relationships. The findings, research methodologies, and future directions for research about teacher mentoring relationship are synthesized and discussed in each section and at the end.
This study aimed to examine the impact of the key components of the induction
programme on new teacher retention in Nepal. Specifically, it examined new
teachers’ opinions, views, perceptions, and experiences of the induction
programme’s key components and how they are related to gender and
intention to remain in the profession. This study used an integrated mixed
methods approach with the simple random sampling method used as a
sampling strategy. In total, 250 new teachers were randomly selected from
30 private and public schools in Chitwan district in Nepal. The response rate
of the survey questionnaire was 84% (N = 210). Eleven new teachers in total
were selected to take part in the semi-structured interviews who were also
participated in the survey study. The quantitative survey instrument was a
self-administered Likert-type questionnaire developed based on previous
studies addressing the key components of the induction programme. Principal
component analysis (PCA), Student’s t-test, Mann-Whitney U-test, and binary
logistic regression analysis were used to analyze quantitative data, and the
inductive content analysis method was applied to interpret the qualitative
interview data.
For most of the subscales computed based on the PCA, the results
confirmed slightly low mean values, indicating that new teachers were not
satisfied with the induction programme’s current support mechanisms. The
results further indicated only a minimal gender difference in the scales, with
female teachers receiving slightly more support to increase their content
knowledge and high-level subject matter than male teachers; however,
female teachers were still dissatisfied with the amount of collegial support
in sharing content knowledge. Conversely, male teachers were on average
more satisfied with the support programme’s enhancement of teacher well-being than female teachers. The results further showed that 72% of new
teachers stated their intention to remain in the profession, and 28% stated
their turnover intention, which is less than the international attrition rate of
30-50 %.
The quantitative results further indicated that highly task-oriented school
principal management behaviour, collegial support to increase content
knowledge, high expectations of teacher performance, and emphasis on
effective teaching skills have a negative association with new teachers’
intention to remain in the profession. Conversely, collegial support for
instructional skills, recognizing and comfortable working atmosphere, and
well-working observation mechanisms have a positive association with new
teachers’ intention to remain in the profession.
The qualitative results supported the quantitative results’ low mean values,
indicating new teachers’ dissatisfaction with Nepalese induction support.
The results show that most new teachers were dissatisfied with the main
categories of the qualitative interview data concerning, e.g., the practices of
the principal, senior colleagues, and mentors, and the characteristics of the
induction programme. Further, the quantitative and qualitative results partly
converged concerning dissatisfaction with the practices and management
behaviour of school principals, satisfaction with the practices, and induction
formats of senior colleagues, dissatisfaction with the practices of mentors in
supporting new teachers, dissatisfaction with the quality of personal care and
practical support, and impact of the components of the induction programme
on new teachers’ intention to remain in the profession.
Even though the new teachers expressed dissatisfaction with the induction
programme, they reported that they are still in teaching because of a lack of
opportunities in other professions. Overall, the qualitative data contributes
to a more comprehensive and nuanced understanding of the association
between the perceptions of new teachers regarding the key components of
the induction programme and their intention to remain in the profession, and
validated the interpretations of the quantitative results. The findings of this
study would be beneficial to school leaders, policymakers, and practitioners
in finding appropriate solutions to the problem of new teacher attrition.
Keywords: Induction programme, the teaching profession, newly qualified
teachers, turnover intention, teacher retention, and attrition.
Purpose
The purpose of this paper is to present how the social learning theory of Bourdieu (1990; Bourdieu and Passeron, 1990) can be a valuable tool to investigate mentoring relationships of beginning teachers with their more experienced colleagues. Bourdieu’s work provides a lens to magnify the social exchanges that occur during the mentoring relationship, so that what tends to be hidden in the “logic of practice” (Bourdieu, 1990) is drawn into view. The paper shows how the mentor is ascribed power that enables domination, and how this tends to result in cultural reproduction. A case study is used to identify aspects of social and cultural learning that demonstrate this process.
Design/methodology/approach
The paper draws on a year-long narrative inquiry of beginning secondary teachers’ mentoring experiences in the state of Victoria, Australia. The data were generated through in-depth interviews and participants’ diary entries to answer the research question “What personal, professional knowledge is developed through beginning teachers’ early experiences with induction and mentoring?”
Findings
The researcher found that attention to minutiae of mentor/mentee interactions can suggest how symbolic violence shapes personal, professional knowledge.
Research limitations/implications
This small-scale study has some limitations. However, as an illustration of organisational learning, with strong connections to Bourdieu’s theoretical work, it can provide some illuminating insights into how policy can be enacted at the micro-level. In particular, there are implications for how mentor teachers engage in their roles and understand the potential impact of their interactions with beginning teachers.
Originality/value
This study applies Bourdieu’s framework of cultural reproduction as an analysis tool for a qualitative study of the mentoring of beginning teachers.
Integration of a new teacher in the workplace causes associations with description of new work duties, introduction to the colleagues and demonstration of premises, however quite frequently the new teacher feels confused and even frightened in the new environment. Adaptation can determine largely further emotional feelings of the employee, motivation, investment level in the results of joint and individual work, so it is important to plan and manage this process so that the new teacher would adapt in the school environment as successfully as possible. Within the framework of the paper, the results of the empiric research are analysed on the opinion of principals of Liepaja educational establishment, experienced and new teachers in relation with adaptation process in the school. The main aim of the research is to find out the meaning of activities of school principal and school collective in adaptation of the new teacher in the educational establishment. The research disclosed that different events are arranged at schools, but no activities are offered that would be aimed exactly to faster and more successful adaptation of new teachers in school collective. In the research a conclusion is drawn that adaptation of new teachers happens more frequently “of one's own” because a mentor helps new teachers to adapt only in 3 from 15 educational establishments involved in the research.
The study was designed to determine if spatial location of movement was automatically encoded in memory by children with intellectual disabilities (ID) and typically developing (TD) children. Each participant performed motor exercises at each of four selected locations on a 20X20 m field. The condition variable consisted of intentional position-intentional exercise, incidental position-intentional exercise, and incidental position-incidental exercise. The results indicated that spatial location of movement was not automatically encoded because intention resulted in better performance for TD children. Several critical issues related to intervention strategies in the field of ID are also discussed, considering the educational practices
