How Does Newly Qualified Teachers' Collegial Network Foster Their Feedback-Seeking Behaviour and Job Satisfaction?

Autor/inn/en	Vanmol, Steven; De Vos, Sanne; Beausaert, Simon; De Wilde, Johan
Titel	How Does Newly Qualified Teachers' Collegial Network Foster Their Feedback-Seeking Behaviour and Job Satisfaction?
Quelle	In: Teachers and Teaching: Theory and Practice, 28 (2022) 6, S.703-723 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Vanmol, Steven) ORCID (Beausaert, Simon)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-0602
DOI	10.1080/13540602.2022.2098267
Schlagwörter	Foreign Countries; Beginning Teachers; Feedback (Response); Help Seeking; Principals; Interprofessional Relationship; Social Networks; Job Satisfaction; Predictor Variables; Teacher Behavior; Job Performance; Belgium + Suchen Sie Ihr Suchwort? Ausland; Junior teacher; Junglehrer; Help-seeking behavior; Help-seeking behaviour; Hilfe suchendes Verhalten; Principal; Schulleiter; Social network; Soziales Netzwerk; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Prädiktor; Teacher behaviour; Lehrerverhalten; Work performance; Arbeitsleistung; Belgien
Abstract	This study goes beyond the classic paradigm that newly qualified teachers (NQTs) are in need of formal support in order to cope with the challenges they face during the early stages of their teaching career. The focus of this survey study with 443 NQTs in Flanders, Belgium is whether NSTs' proactive seeking of feedback from the principal and from their colleagues acts as a mediator between the characteristics of their collegial network and NQTs' job satisfaction. The results reveal that seeking feedback from the principal and colleagues mediates the relation between knowing other colleagues' areas of expertise and valuing that expertise in the collegial network, on the one hand, and job satisfaction, on the other. More specifically, seeking feedback from the principal was more strongly related to NQTs' job satisfaction than seeking feedback from colleagues. Remarkably, psychological safety was only related to seeking feedback from colleagues. No relationship was found between psychological safety and seeking feedback from the principal. The study concludes with suggestions on how to support the professional development of NQTs. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01