Record Details

Principal Leadership in New Teacher Induction: Becoming Agents of Change

International Journal of Education Policy and Leadership

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Field Value
 
Title Principal Leadership in New Teacher Induction: Becoming Agents of Change
 
Creator Cherian, Finney
Daniel, Yvette
 
Subject school leadership, new teachers, induction,
 
Description 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.
 
Publisher IJEPL is a joint publication of PDK International, SFU, GMU, and UDel
 
Contributor Ontario Principals Council, University of Windsor
 
Date 2008-02-22
 
Type info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
research-article
Qualitative study
 
Format application/pdf
 
Identifier http://journals.sfu.ca/ijepl/index.php/ijepl/article/view/97
10.22230/ijepl.2008v3n2a97
 
Source International Journal of Education Policy and Leadership; Vol 3, No 2 (2008): Principal leadership in new teacher induction: Becoming agents of change
1555-5062
 
Language eng
 
Relation http://journals.sfu.ca/ijepl/index.php/ijepl/article/view/97/35
 
Rights Copyright (c) 2015 Finney Cherian, Yvette Daniel
http://creativecommons.org/licenses/by-sa/4.0