Induction for early career teachers in secondary schools: Initiation, implementation and institutionalization

Abstract

This paper investigates the induction of early career teachers (ECTs) in secondary education in the Netherlands. Support in the early years of teaching is essential as the teacher's role is a complex and demanding one and ECTs experience concerns which sometimes lead to dropout. This study reports on the chances for institutionalization of an induction program (IP) for ECTs in secondary schools after their participation in a project in which they were supported by teacher education institutions in setting up such a program. Data were collected on three phases of the change process: initiation, implementation and institutionalization by means of semi structured interviews with ECTs, coaches and school managers of eight schools. The findings show that schools adopted support activities and implemented them in their context. ECTs and coaches stated that the IP offered them learning opportunities to develop professionally. School managers said it helped them in improving the schools’ IP and professionalization for all teachers by creating opportunities for collaborative learning. The level of institutionalization of induction varied between schools, showing that the change process is not straightforward and a variety of factors may be of influence. Despite this, the chances for a sustainable school induction policy seem to be higher if schools adopt most or all activities of a program (initiation), leading to higher chances of experiencing impact in educational practice (implementation). In this case, schools are more likely to continue the induction activities and incorporate them in a sustainable induction policy.