Preservice Teacher Expectations of the Principal’s Role in Teacher Induction
Document Type
Article
Publication Date
1-1-2019
Publication Title
New Waves-Educational Research and Development
Volume
22
Issue
1
First page number:
72
Last page number:
89
Abstract
This study examines pre-service teacher expectations of the principal s role in teacher induction, using grounded theory methodology to explore the question: What role do secondary pre-service teachers expect of principals in the induction of novice teachers and how do their expectations develop? Findings show that preservice teachers expect the enactment of two main roles of the school principal, school leader and instructional leader, within a continuum from negative beliefs to positive preferences. Findings demonstrate that field experiences influenced preservice teachers expectations of the principal s role in teacher induction. This study broadens teacher induction research on the transition from pre-service teachers into the teaching profession and how school principals are perceived to be a part of that transition.
Keywords
Preservice teachers; Expectations; Principals; Administrator role; Student attitudes; Preferences; Beginning teacher induction; Role perception
Disciplines
Education | Educational Administration and Supervision | Teacher Education and Professional Development
Language
English
Repository Citation
Zhang, S.,
Nishimoto, M.,
Liu, Y.
(2019).
Preservice Teacher Expectations of the Principal’s Role in Teacher Induction.
New Waves-Educational Research and Development, 22(1),
72-89.