Principal Leadership in New Teacher Induction: Becoming Agents of Change

Authors

  • Finney Cherian University of Windsor
  • Yvette Daniel University of Windsor

DOI:

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

Keywords:

school leadership, new teachers, induction,

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.

Author Biographies

Finney Cherian, University of Windsor

Assistant Professor Faculty of Education University of Windsor Ontario

Yvette Daniel, University of Windsor

Assistant Professor Faculty of Education University of Windsor Ontario

Downloads

Published

2008-02-22

How to Cite

Cherian, F., & Daniel, Y. (2008). Principal Leadership in New Teacher Induction: Becoming Agents of Change. International Journal of Education Policy and Leadership, 3(2). https://doi.org/10.22230/ijepl.2008v3n2a97

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