New kindergarten teachers’ (NKTs) transition into teaching in their induction year: teachers’ and mentors’ perspectives

Abstract

ABSTRACT Kindergarten teachers’ work is unique because they juggle the roles of caregiver to young children, tending to their physical, emotional and educational needs, and managing their kindergarten unit. The year of internship and transition into teaching is particularly intense. For new kindergarten teachers (NKTs) to fully integrate in the kindergarten and pursue a teaching career, they need varied support schemes. This study is part of an international project supported by the Erasmus+ program. A total of 230 and 80 kindergarten mentors answered survey questionnaires. Findings show that NKTs are satisfied with their induction program and report a high level of integration into the education system and in the workplace. This study identifies relationships between a high level of NKT integration in the workplace and varied support schemes. The significance of self-efficacy as a major resource for support and mentors’ contribution specific to the kindergarten setting are highlighted and discussed.