Early Career Teachers

Mentoring, Development, Career Progression

International Research

community-158529_960_720International Research

As part of our international mandate, we have been conducting collaborative research projects with a number of international partners who work or train early career teachers or administer teacher induction and mentoring programs. Below you will be able to find more details about the completed research reports and projects still in progress.

Research Collaboration with the New Teacher Center (NTC), Santa Cruz, CA, USA

The purpose of this research study was to examine the role and impact of school administrators’ engagement in early-career teacher induction and mentoring programs. This study was guided by the following research questions:

  1. What are the mandates, duties, and responsibilities of school principals and/or assistant principals related to the organization and functioning of teacher induction and mentoring programs?
  2. What are the perceived roles and influences of school administrators’ engagement on the effectiveness of teacher induction and mentoring programs?

Using mixed-methods research methodology, this study examined school administrators’ engagement in four (2 state-wide and 2 district-wide) induction programs in the US that are supported by the New Teacher Center (NTC). The programs that were selected for this study included state-wide programs, in one North-Eastern state and one Western state, and two district-wide programs in one Southern state in the United States. This study analyzed NTC Induction Surveys in 4 locations that were administered during the 2013- 2014 school year.

For more details, please see the research report:

 

Study of the “School of a New Teacher” Teacher Induction and Mentoring Program in Ukraine

The purpose of this exploratory study was to address the questions of teacher attrition and retention by examining the supports available to beginning teachers in Ukraine through teacher induction and mentoring. The research questions that guided the study are:

  1. What are the organization, evolution, and mandates of teacher induction programs in Ukraine within the post-Soviet period?
  2. What are beginning teachers’ perceptions of induction and mentorship programs, especially with respect to retention and career issues?
  3. What is the role of school administrator in teacher induction and mentoring programs in Ukrainian schools?

This study used a multi-phase mixed-methods design. The first phase entailed qualitative document analysis of policies and program documents pertaining to induction and mentorship programs in Ukraine. The second phase included quantitative research strategies (a survey with closed and open-ended questions) of new teachers within their first two to five years of full-time employment in elementary and secondary schools in several regions of Ukraine. The third phase included qualitative semi-structured interviews with school administrators.

For more details, please see the research report

  • In progress, coming soon

 

Exploring Early Career Teacher Retention and Attrition in Malta

The purpose of this exploratory study is to address teacher attrition and retention by examining the supports available to beginning teachers in Malta. More specifically, the research questions are:

  1. What are the organization and mandates of teacher induction programs in Malta?
  2. What are beginning teachers’ perceptions of induction and mentorship programs, especially with respect to retention and career issues?
  3. What is the role of school administrators in induction and mentoring programs for early career teachers?

This study used a multi-phase mixed-methods design. The first phase entails qualitative document analysis of policies and program documents pertaining to induction and mentorship programs in Malta. The second phase includes quantitative research strategies (a survey with closed and open-ended questions) of new teachers within their first two to five years of full-time employment in Maltese schools  The third phase included qualitative semi-structured interviews with heads of schools.

For more details, please see the project’s information page.

Leave a Reply

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out /  Change )

Google+ photo

You are commenting using your Google+ account. Log Out /  Change )

Twitter picture

You are commenting using your Twitter account. Log Out /  Change )

Facebook photo

You are commenting using your Facebook account. Log Out /  Change )

Connecting to %s