Principal Leadership in New Teacher Induction: Becoming Agents of Change

Finney Cherian, Yvette Daniel

Abstract


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.

Keywords


school leadership, new teachers, induction,

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DOI: https://doi.org/10.22230/ijepl.2008v3n2a97

Copyright (c) 2015 Finney Cherian, Yvette Daniel

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