期刊名称：International Journal of Education Policy and Leadership
电子版ISSN：1555-5062
出版年度：2019
卷号：14
期号：2
页码：1-19
DOI：10.22230/ijepl.2019v14n2a862
出版社：Association for Supervision and Curriculum Development, Simon Fraser University, George Mason University
摘要：This article is based on an extensive mixed-methods pan-Canadian study that examined the differential impact of teacher induction and mentorship programs on the retention of early career teachers (ECTs). It discusses the findings from the analysis of publicly available pan-Canadian documents detailing the mandated roles, duties, and responsibilities of school administrators in teacher induction and mentorship. It then describes the results of the Teacher Induction Survey (N = 1,343) and the telephone interviews (N = 36) that elicited the perceptions of Canadian early career teachers regarding the school administrator’s role and engagement in effective teacher induction and mentoring programs.
关键词：Early career teachers; Pan-Canadian; School administrator; Teacher induction;
Teacher retention
其他关键词：Early career teachers;Pan-Canadian;School administrator;Teacher induction;Teacher retention
