Abstract
<p style="text-align:justify">According to many studies teachers’ reception has been associated with the smooth operation of the school, the professional development of the teaching staff and the provision of optimal teaching work. Despite its significance and its attention from scholars, though, its implementation at schools has been facing challenges and hardships. The present study focuses on the role played by principals and teachers’ associations upon the reception and acclimatization of all newly appointed teachers in their schools. The findings indicate that the favorable disposition and actions of both principals and the teachers’ association in terms of receiving/acclimatizing any newly appointed teachers should be further enhanced.</p>
Highlights
The kind of reception given to teachers, along with the way they are integrated into a new school unit, provides a good indication of collegial solidarity, a means of fostering a positive school climate and is a significant contributory factor to the school’s efficient operation (Bush & Middlewood, 2013)
Within the framework of the current study, the term “acclimatization” has been preferred over “induction” and refers to any teacher appointed at a new school at the beginning of the school year, regardless of their years of experience in the profession
The results of this study indicated that the principal engaged in supportive actions to a lower extent during the first semester than in the first few days of the school year, and manifested less supportive behaviour towards newly appointed teachers
Summary
The kind of reception given to teachers, along with the way they are integrated into a new school unit, provides a good indication of collegial solidarity, a means of fostering a positive school climate and is a significant contributory factor to the school’s efficient operation (Bush & Middlewood, 2013). The reason is that any newly appointed teacher is very likely to face personal and professional problems as well as socialization challenges while adapting to a new school environment. Overall, those difficulties have been found to obstruct both their cooperation within the school community and their work performance in the classroom (Richards et al, 2019; Rogari et al, 2015). The framework of reception/acclimatization of teachers in schools has been broadened so as to include both those who are less as well as more experienced, given that it is necessary to implement a constant and onward capitalisation of their existing “wisdom and expertise” so as to further “promote ambitious levels of classroom instruction that will help all students be successful” (Moir & Gless, 2001, p. 110)
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