The First Years of Teaching: Disparities in Perceptions of Support

With an inadequate supply of qualified teachers, education stakeholders continue to investigate teacher attrition issues and induction/mentoring practices to improve retention rates, especially in the critical first years of teaching. What types of support do beginning teachers value, and what do th...

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Bibliographic Details
Published in:Action in teacher education 2007-01, Vol.28 (4), p.4-13
Main Authors: Andrews, Shirley P., Gilbert, Linda S., Martin, Ellice P.
Format: Article
Language:English
Subjects:
Administrator Attitudes
Administrator Responsibility
Beginning Teacher Induction
Beginning Teachers
College School Cooperation
Labor Turnover
Mentors
Partnerships in Education
Teacher Attitudes
Teacher Collaboration
Teacher Persistence
Teaching Conditions
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Summary:With an inadequate supply of qualified teachers, education stakeholders continue to investigate teacher attrition issues and induction/mentoring practices to improve retention rates, especially in the critical first years of teaching. What types of support do beginning teachers value, and what do they actually receive? What types of support do administrators believe are provided for the beginning teachers in their schools? Answers to these questions were sought in an investigation of the induction and mentoring practices of the partner school districts of 2 universities. This article reports findings from that study. The findings indicate discrepancies between the strategies provided for new teachers and those they valued, as well as disparities between administrator and teacher reports.
ISSN:0162-6620
2158-6098
DOI:10.1080/01626620.2007.10463424