Which teacher induction practices work? Linking forms of induction to teacher practices, self-efficacy, and job satisfaction
Author ORCID Identifier
Todd Reeves: https://orcid.org/0000-0001-8912-1690
Yasemin Onder: https://orcid.org/0000-0003-3300-3606
Publication Title
Teaching and Teacher Education
ISSN
0742051X
Document Type
Article
Abstract
Teacher induction is regarded as an important facet of the teacher education system in many countries. However, important questions remain concerning which teacher induction practices are most associated with teacher quality and retention. This study (N = 736) therefore leverages data from the 2018 Teaching and Learning International Survey (TALIS) to examine relationships between various forms of teacher induction and teacher practices, self-efficacy, and job satisfaction, while controlling for an array of teacher socio-demographic and professional characteristics. Five specific teacher induction activities—including team teaching; online activities; and portfolios, diaries, or journals—were associated with one or more teacher-level outcome variables.
Publication Date
1-1-2022
DOI
10.1016/j.tate.2021.103546
Keywords
Beginning teacher induction, Beginning teachers, Professional development, Teacher education, Teacher induction
Recommended Citation
Reeves, Todd D.; Hamilton, Valerie; and Onder, Yasemin, "Which teacher induction practices work? Linking forms of induction to teacher practices, self-efficacy, and job satisfaction" (2022). NIU Bibliography. 71.
https://huskiecommons.lib.niu.edu/niubib/71
Department
Department of Educational Technology, Research and Assessment (ETRA)
