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- Title
Spotlighting on the Induction Period for Beginning Educators.
- Authors
Maskit, Ditza; Dorfberger, Shoshi
- Abstract
Beginning to work in education is often accompanied by difficulties, which sometimes manifest in such an extreme form that the budding educator chooses to leave the profession at the very start. The present study offers a detailed examination of the integration process into the education system and teaching jobs, as perceived by new interns and new educators. The respondents were asked to address to what extent they were optimally integrated into the education system; the extent to which they felt they had someone to approach for assistance and consultation; their satisfaction with their work and their expectations regarding their continued pursuit of teaching. They were also asked to comment on the process of induction into the system, and on the work of teaching itself. The study's findings show that the attitudes of the interns and the teaching staff to the process of integrating into the education system and into the teaching profession was mainly positive. Additionally, more positive attitudes were found among classroom educators and kindergarten administrators than among other participants. Respondents who were employed in pre-K education held more positive attitudes than respondents who were employed in primary and post-primary education, regarding their continued pursuit of teaching. Respondents who were employed in nearly-fulltime positions (75% or more) were more generally satisfied with the teaching profession, and more likely to want to continue within the profession, than respondents who were employed for fewer hours per week (more part-time). A qualitative analysis of the respondents' comments revealed a less encouraging picture with respect to variables such as working conditions and pay, the relationship between the Head.
- Subjects
TEACHER induction; EDUCATORS; KINDERGARTEN teachers; EDUCATIONAL planning; TEACHING
- Publication
Rav Gvanim: Research & Discourse, 2021, pXI
- ISSN
2789-2050
- Publication type
Article