Administrative Context and Novice Teacher-Mentor Interactions

Autor/in	Pogodzinski, Ben
Titel	Administrative Context and Novice Teacher-Mentor Interactions
Quelle	In: Journal of Educational Administration, 53 (2015) 1, S.40-65 (26 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-8234
DOI	10.1108/JEA-06-2013-0073
Schlagwörter	Beginning Teachers; Mentors; School Administration; Context Effect; Interprofessional Relationship; Regression (Statistics); Work Environment; Teacher Administrator Relationship; Teacher Surveys; Elementary School Teachers; Middle School Teachers + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Regression; Regressionsanalyse; Arbeitsmilieu; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule
Abstract	Purpose: Mentoring can improve novice teacher effectiveness and reduce teacher attrition, yet the depth and breadth of mentoring can vary greatly within and between schools. The purpose of this paper is to identify the extent to which a school's administrative context is associated with the focus and frequency of novice teacher-mentor interactions. Design/methodology/approach: By estimating logistic regression models, the author identified the association between novices' perceptions of their working conditions and the content and frequency of interactions with their formally assigned mentors. Findings: When novice teachers perceived positive administrator-teacher relations in their schools and reported that administrative duties did not interfere with their core work as teachers, they were more likely to frequently interact with their mentors around issues of curriculum. Research limitations/implications: Studies of new teacher induction need to more fully account for elements of school-level organizational context which influence novice teacher-mentor interactions, specifically related to administrative decision making and climate. Future research should seek to identify the extent to which formal policy related to new teacher induction is supported by broader elements of the organizational context. Practical implications: In addition to implementing sound formal policies related to teacher mentoring, school administrators should seek to foster a school climate that promotes administrator-teacher and teacher-teacher collaboration to promote improved teacher mentoring. Originality/value: This study builds upon previous research by drawing attention to the association between broad measures of school-level administrative context related to the quality of working conditions and teacher mentoring. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01