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Beginning teachers’ induction into the teaching profession needs to be personally and professionally fulfilling, which is often not the case. The main objective of this mixed method study was to gain a deeper understanding of beginning teachers’ experiences and the perceptions of their induction into the teaching profession and the support they received. A key finding was that many beginning teachers entered the profession through casual or contract positions. Although the beginning teachers reported receiving satisfactory support, the support received varied among schools. Beginning teachers’ perceptions of their induction are that the mentor and induction programs are limited. Lack of support, work dissatisfaction and an informal entrance into the profession influences beginning teacher’s career plans and thus teacher attrition.

Item Type:	Refereed Article
Keywords:	Teacher induction; mentors; beginning teachers
Research Division:	Education
Research Group:	Education systems
Research Field:	Teacher education and professional development of educators
Objective Division:	Education and Training
Objective Group:	Teaching and curriculum
Objective Field:	Teacher and instructor development
UTAS Author:	Kidd, L (Mrs Lynda Kidd)
UTAS Author:	Brown, N (Professor Natalie Brown)
UTAS Author:	Fitzallen, N (Dr Noleine Fitzallen)
ID Code:	99169
Year Published:	2015
Web of Science® Times Cited:	11
Deposited By:	Education
Deposited On:	2015-03-16
Last Modified:	2017-11-20
Downloads:	231 View Download Statistics