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Teachers' First Year in the Profession: The Power of High-Quality Support

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Title: Teachers' First Year in the Profession: The Power of High-Quality Support
Language: English
Authors: Thomas, Laura (ORCID 0000-0002-3725-187X), Tuytens, Melissa (ORCID 0000-0001-9934-9445), Moolenaar, Nienke (ORCID 0000-0001-5899-929X), Devos, Geert, Kelchtermans, Geert (ORCID 0000-0002-3746-2626), Vanderlinde, Ruben (ORCID 0000-0002-4912-3410)
Source: Teachers and Teaching: Theory and Practice. 2019 25(2):160-188.
Availability: 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
Peer Reviewed: Y
Page Count: 29
Publication Date: 2019
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Elementary Education
Descriptors: Beginning Teachers, Elementary School Teachers, Foreign Countries, Beginning Teacher Induction, Social Networks, Social Support Groups, Collegiality, Teacher Persistence, Job Satisfaction, Teacher Motivation, Self Efficacy
Geographic Terms: Belgium
DOI: 10.1080/13540602.2018.1562440
ISSN: 1354-0602
Abstract: In research on teacher induction, scholars have pointed at the pivotal role of collegial support to overcome the challenges inherent to the first years of teaching. In this quantitative study, we extend current work by using a social network perspective to examine characteristics (i.e. network size, frequency and perceived usefulness) of professional, emotional, and social collegial support networks. Moreover, we explore the extent to which these characteristics explain key factors affecting teacher retention, namely job satisfaction, intrinsic motivation to teach, and self-efficacy. An online survey was completed by 292 beginning primary school teachers in Flanders (Belgium). Social network data showed that, on average, they receive professional, emotional and social support from six colleagues each week and found this mostly useful. Regression analyses demonstrated that network size and perceived usefulness of professional, emotional, and social collegial support networks were positively related to job satisfaction and intrinsic motivation to teach, thus confirming the importance of collegial support in teacher induction. Frequency of support was not significant. Finally, no substantial relationship was found between collegial support and teachers' self-efficacy. Implications of these findings for practice and policy are discussed.
Abstractor: As Provided
Number of References: 99
Entry Date: 2019
Accession Number: EJ1205089
Database: ERIC
FullText Text:
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  Data: Teachers' First Year in the Profession: The Power of High-Quality Support
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  Data: <searchLink fieldCode="AR" term="%22Thomas%2C+Laura%22">Thomas, Laura</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-3725-187X">0000-0002-3725-187X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Tuytens%2C+Melissa%22">Tuytens, Melissa</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-9934-9445">0000-0001-9934-9445</externalLink>)<br /><searchLink fieldCode="AR" term="%22Moolenaar%2C+Nienke%22">Moolenaar, Nienke</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-5899-929X">0000-0001-5899-929X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Devos%2C+Geert%22">Devos, Geert</searchLink><br /><searchLink fieldCode="AR" term="%22Kelchtermans%2C+Geert%22">Kelchtermans, Geert</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-3746-2626">0000-0002-3746-2626</externalLink>)<br /><searchLink fieldCode="AR" term="%22Vanderlinde%2C+Ruben%22">Vanderlinde, Ruben</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-4912-3410">0000-0002-4912-3410</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Teachers+and+Teaching%3A+Theory+and+Practice%22"><i>Teachers and Teaching: Theory and Practice</i></searchLink>. 2019 25(2):160-188.
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  Data: 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
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Beginning+Teachers%22">Beginning Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Beginning+Teacher+Induction%22">Beginning Teacher Induction</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Networks%22">Social Networks</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Support+Groups%22">Social Support Groups</searchLink><br /><searchLink fieldCode="DE" term="%22Collegiality%22">Collegiality</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Persistence%22">Teacher Persistence</searchLink><br /><searchLink fieldCode="DE" term="%22Job+Satisfaction%22">Job Satisfaction</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Motivation%22">Teacher Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Belgium%22">Belgium</searchLink>
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  Data: 10.1080/13540602.2018.1562440
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  Data: 1354-0602
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  Data: In research on teacher induction, scholars have pointed at the pivotal role of collegial support to overcome the challenges inherent to the first years of teaching. In this quantitative study, we extend current work by using a social network perspective to examine characteristics (i.e. network size, frequency and perceived usefulness) of professional, emotional, and social collegial support networks. Moreover, we explore the extent to which these characteristics explain key factors affecting teacher retention, namely job satisfaction, intrinsic motivation to teach, and self-efficacy. An online survey was completed by 292 beginning primary school teachers in Flanders (Belgium). Social network data showed that, on average, they receive professional, emotional and social support from six colleagues each week and found this mostly useful. Regression analyses demonstrated that network size and perceived usefulness of professional, emotional, and social collegial support networks were positively related to job satisfaction and intrinsic motivation to teach, thus confirming the importance of collegial support in teacher induction. Frequency of support was not significant. Finally, no substantial relationship was found between collegial support and teachers' self-efficacy. Implications of these findings for practice and policy are discussed.
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  Data: As Provided
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  Data: 2019
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