Japan's communal approach to teacher induction: Shokuin shitsu as an indispensable nurturing ground for Japanese beginning teachers

Abstract

Sustaining beginning teachers has been one of the greatest challenges in some countries such as the U.S. In contrast, Japan sustains their teachers with the low attrition rate of 1.35%. This qualitative study aims to examine how Japan supports beginning teachers by examining shokuin shitsu or the teachers' room. Results from the qualitative study revealed the critical role that the teachers' room played for novice teachers as a place to exchange necessary information among colleagues, to develop collegial relationships with one another, and to provide a safe environment to make sense of beginning teachers' questions.