Preservice Teacher Expectations of the Principal’s Role in Teacher Induction
New Waves-Educational Research and Development
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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.
Preservice teachers; Expectations; Principals; Administrator role; Student attitudes; Preferences; Beginning teacher induction; Role perception
Education | Educational Administration and Supervision | Teacher Education and Professional Development
Preservice Teacher Expectations of the Principal’s Role in Teacher Induction.
New Waves-Educational Research and Development, 22(1),