The Role of School Administrator in Providing Early Career Teachers’ Support: A Pan-Canadian Perspective

Authors

  • Keith Walker University of Saskatchewan
  • Benjamin Kutsyuruba Queen's University

DOI:

https://doi.org/10.22230/ijepl.2019v14n2a862

Keywords:

Early career teachers, Pan-Canadian, School administrator, Teacher induction, Teacher retention

Abstract

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.

Author Biography

Keith Walker, University of Saskatchewan

Professor

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Published

2019-02-05

How to Cite

Walker, K., & Kutsyuruba, B. (2019). The Role of School Administrator in Providing Early Career Teachers’ Support: A Pan-Canadian Perspective. International Journal of Education Policy and Leadership, 14(2). https://doi.org/10.22230/ijepl.2019v14n2a862

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