Abstract
This study explores the relationship between school demographic characteristics and the amount of provided induction activities, as perceived by beginning teachers (BTs), with special attention for Professional Development Schools and non-Professional Development Schools. The aim is to provide information that is useful to improve induction arrangements to particular school contexts. Data were collected in a Dutch national induction program in which qualified BTs are supported in their first 3 years of professional practice. The support monitor measures multiple induction activities with regard to the implementation of workload reduction, school enculturation, professional development plans and lessons support. 1,670 BTs working in 195 schools reported on these activities. Linear regression analyses revealed that less induction activities were associated with schools with multiple locations, more enrolled students and number of BTs employed, and with schools with older male teaching staff. No significant differences were found between the amount of support perceived by BTs in PDSs and non-PDSs. Yet school characteristics revealed stronger predictive values for the amount of support provided in non-PDS settings. These insights are relevant for mapping school differences in induction arrangements in order to enhance the equity of support across schools to assure the development of teaching skills of BTs.
Highlights
Within the teaching community teacher induction is a widespread professional development intervention aimed to attract, develop and commit beginning teachers (BTs) to teaching
This study explores the relationship between school demographic characteristics and the amount of provided induction activities, as perceived by beginning teachers (BTs), with special attention for Professional Development Schools and non-Professional Development Schools
This study explores the relationship between school demographic characteristics and the amount of provided induction activities, as perceived by beginning teachers (BTs) and thereby aims to provide information that is useful to improve induction arrangements to particular school contexts
Summary
Within the teaching community teacher induction is a widespread professional development intervention aimed to attract, develop and commit beginning teachers (BTs) to teaching. This collaborative approach, does not guarantee that all participating schools were able to introduce and retain induction arrangements for BTs effectively. This study aims to get insight into the extent to which this large scale intervention has succeeded in schools offering BTs an adequate amount of support activities, regardless their contextual demographic characteristics These demographic characteristics are school size, age and gender composition of the teaching staff, denomination, and the socioeconomic composition of the student population.
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