The influence of induction programs on beginning teachers'well- being and professional development
Kessels, C.
Citation
Kessels, C. (2010, June 30). The influence of induction programs on beginning teachers'well-being and professional development. Retrieved from
https://hdl.handle.net/1887/15750
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License: Licence agreement concerning inclusion of doctoral thesis in the Institutional Repository of the University of Leiden Downloaded from: https://hdl.handle.net/1887/15750
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The influence of induction programs on beginning
teachers’ well-being and professional development
This research was funded by the Netherlands Organization for Scientific Research (NWO).
Project no. 411-02-203
This research was carried out in the context of the Dutch Interuniversitary Center for Educational Research
Title /titel
The influence of induction programs on beginning teachers’ well-being and professional development / De invloed van inductieprogramma’s op het welbevinden en de professionele ontwikkeling van beginnende docenten
ICLON, Leiden University Graduate School of Teaching
Print Proefschriftmaken.nl Design Nanda Verpaalen ISBN 9789490383046
© 2010, Chantal Kessels
All rights reserved. No part of this thesis may be reproduced, stored in retrieval systems, or transmitted in any form by any means, electronic, mechanical, photocopying, recording or otherwise without the prior written permission of the author.
Proefschrift
ter verkrijging van de graad van Doctor aan de Universiteit Leiden,
op gezag van Rector Magnificus prof. mr. P.F. van der Heijden, volgens besluit van het College voor Promoties
te verdedigen op woensdag 30 juni 2010, klokke 16.15 uur.
door
Chantal Christianne Kessels
Geboren te Breda in 1979
The influence of induction
programs on beginning
teachers’ well-being and
professional development
Promotiecommissie
Promotores Prof. dr. N. Verloop Prof. dr. D. Beijaard
Copromotor Dr. K. van Veen
Overige leden
Prof. dr. J. H. van Driel, Universiteit Leiden Prof. dr. J. D. Vermunt, Universiteit Utrecht Dr. J. W. F. van Tartwijk, Universiteit Leiden
Table of Contents
Chapter 1 Introduction 9
1.1 Background of the study 9
1.1.1 Defining the teacher induction period and induction program 1.1.2 Goals of induction programs
1.1.3 Research perspectives on teacher induction 1.1.4 Current research on teacher induction programs
1.2. Problem definition and research questions 15
1.3 Relevance of the study 17
1.4 Overview of the dissertation 17
References 20
Chapter 2 The current state of practice in supporting beginning 23 teachers with an induction program
2.1 Introduction 24
2.2 Theoretical framework 24
2.2.1 Goals of induction programs
2.2.2 Developments in induction programs 2.2.3 Research aim
2.3 Method 28
2.3.1 Sample 2.3.2 Data collection 2.3.3 Data analysis
2.4 Results 31
2.4.1 Elements of an induction program
2.4.2 The way beginning teachers in the Netherlands are supported with an induction program
2.4.3 What mentors report on their role as mentor of beginning teachers 2.4.4 The induction program’s influence on beginning teachers
2.5 Conclusion and discussion 45
2.5.1 Elements of an induction program 2.5.2 Induction programs in the Netherlands 2.5.3 The role of the mentor
2.5.4 Experienced influence of induction programs 2.5.5 Discussion
References 53
6
Chapter 3 The importance of induction programs to the well-being 57 of beginning teachers
3.1 Introduction 58
3.2 Theoretical framework 59
3.2.1 The well-being of beginning teachers
3.2.2 The influence of induction programs on the well-being of beginning teachers 3.2.3 Research aim
3.3 Method 61
3.3.1 Sample
3.3.2 The questionnaire 3.3.3 Piloting the questionnaire 3.3.4 Analysis
3.4 Results 67
3.4.1 Quality of the questionnaire
3.4.2 The well-being of beginning teachers
3.4.3 The extent to which beginning teachers are supported by an induction program 3.4.4 Relationship between elements of induction programs and the well-being
of beginning teachers
3.5 Conclusion and discussion 77
3.5.1 The degree of well-being of beginning teachers
3.5.2 How teachers in the Netherlands are being supported with an induction program 3.5.3 The relationship between elements of an induction program and the well-being
of beginning teachers 3.5.4 Discussion
3.5.5 Limitations of the study
References 82
Chapter 4 Supporting beginning teachers’ professional development 85 with an induction program: When does a program make a difference?
4.1 Introduction 86
4.2 Theoretical framework 86
4.2.1 Beginning teachers’ professional development
4.2.2 Induction programs’ influence on beginning teachers’ professional development 4.2.3 Research aim
4.3 Method 89
4.3.1 Sample
4.3.2 The questionnaire 4.3.3 Piloting the questionnaire
4.3.4 Analysis
4.4 Results 96
4.4.1 Experienced influence of an induction program on professional development 4.4.2 Explanation of differences in experienced influence on professional development 4.4.3 Characteristics of influential induction programs
4.5 Conclusion and discussion 105
4.5.1 Induction programs’ influence on beginning teachers’ professional development 4.5.2 Explanation of differences in experienced influence of induction
programs on professional development
4.5.3 Characteristics of influential induction programs 4.5.4 Limitations of the study
References 110
Chapter 5 Conclusions and discussion 113
5.1 Overview of the study 113
5.2 Conclusions 114
5.2.1 Interview study 5.2.2 Survey study
5.3 Discussion 120
5.3.1 The well-being of beginning teachers
5.3.2 The professional development of beginning teachers
5.3.3 The current state of practice with regard to supporting beginning teachers with induction programs
5.4 Strengths and limitations of this study 125
5.5 Suggestions for further research 126
5.6 Practical implications 127
References 129
Appendix 1 133
Appendix 2 134
Appendix 3 136
Summary 149
Nederlandse samenvatting 156
Publications 164
Curriculum Vitae 167
Dankwoord 168
PhD dissertation series 170
