Principal Leadership in New Teacher Induction: Becoming Agents of Change
DOI :
https://doi.org/10.22230/ijepl.2008v3n2a97Mots-clés :
school leadership, new teachers, induction,Résumé
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.Téléchargements
Publié-e
2008-02-22
Comment citer
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
Numéro
Rubrique
Policy
Licence
(c) Tous droits réservés Finney Cherian, Yvette Daniel 2015
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