The role of the principal in new teacher development under the California Beginning Teacher Support & Assessment Program.

摘要

There are several types of teacher induction programs that have been in existence for over the last ten years, such as university and school district in-house programs that have primarily carried the responsibility of developing new teachers. The responsibility of these structures in training and developing these beginning teachers has been insufficient as continued attrition rates demonstrate. Creating an environment that includes professional development that is focused on meeting the needs of new teachers is both an operational as well as instructional imperative. With the Beginning Teacher Support and Assessment (BTSA) program in California, principals are in a position to develop an on site system that promotes teacher development.;This study examined the induction process as it supports beginning teachers within the local school environment. The purpose of the study was to look at the role of the school administrator in creating an environment that recruits and supports new teachers, thus reducing teacher attrition. Two hundred sixty seven elementary school principals within the state of California responded to 3100 surveys emailed. The study utilized qualitative and quantitative methods to capture information focusing on perceptions of leadership style by school site principals and the decisions they make in creating a school culture that promotes teacher retention. In examining leadership styles, Bolman and Deal's four leadership frames and the literature on constructivist leadership were used as the theoretical framework.;The study sought to determine if there was a relationship in principals' leadership style and teaching style preference with demographic variables such as gender, ethnicity of principals, years as an administrator, school enrollment, and beginning teachers on site. The study found no significance in leadership style as an effective measure of successful induction practices. The study also found that although principals generally lacked the time and financial resources they believed are needed to effectively assist new teachers in the induction process on site, they did utilize certain effective practices that were highlighted in the literature such as new teacher orientation, mentoring, and providing as much administrator support as possible.