Abstract
Objectives The purposes of this study were to investigate types of novice teachers’ induction and to analyze policy supports. Methods Teaching and Learning International Survey(hereafter TALIS) 2018 data collected by OECD in 2018 were analyzed. Specifically, using responses from elementary school teachers of Korea, latent profile analysis was implemented to identify novice teachers’ induction types. And multinominal logistic analysis was performed to specify policy supports which had impacts on induction types. Results Main findings were as follows. First, novice teachers’ induction was categorized by four types. Second, school size and social capital of individual schools, and policy supports including initial teacher preparation and feedback experiences had impacts on induction types. Conclusions As a result, novice teachers’ induction types were differentiated by contexts and circumstances of individual teachers. Therefore, the individualized and customized policy supports by induction types should be designed for novice teachers’ successful induction process.
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