|M.Sc Student||Orion-Liver Orly|
|Subject||The Feedback Environment and the Expectations of Supervisors|
and Co-Workers with Regard to the Induction of
Beginning Teachers into Teaching
|Department||Department of Industrial Engineering and Management||Supervisor||Ms. Hadas Haramati|
|Full Thesis text - in Hebrew|
This study examines, for the first time, the feedback environment in schools where novice teachers begin their first year of practice as full-fledged teachers, and their expectations of their principals and co-workers in school. In the first year of teaching, novice teachers in Israel participate in an induction program, designed to alleviate the unique problems they encounter and prevent teachers' currently high levels of attrition during the initial years in practice. Feedback discussions are considered to be a key, effective strategy in teacher education, and should contribute to improved performance, learning and teaching of novice teachers.
This study aims to examine the feedback environment, measured by novice teachers' evaluations of the feedback they receive from school principals and mentors. Principals and mentors are the two main sources of feedback in the novice teacher's induction process. With the aim of gaining an enhanced understanding of the induction process of novice teachers, novice teachers in this study evaluated seven dimensions of feedback by principals and mentors.
This study also examines the extent to which novice teachers expect support, recognition and professional evaluations from principals and co-workers in their year of induction at school.
In this study, 60 teachers, participants in an induction program, were surveyed in the middle of their first year of teaching, through a questionnaire measuring the feedback environment, their expectations of support and evaluation from their principals and mentors.
Seven dimensions of feedback environment were examined among principals and teachers. Coworker feedback was found to be significantly high on credibility, consideration, quality and encouragement to seek feedback, compared to principal feedback. The study found no significant relationship in five of the seven feedback environment dimensions, when comparing principal and mentor feedback. No difference was found between novice teachers' expectations of support from mentors and principals, although novice teachers' expressed stronger expectations of feedback from principals than from mentors.
The main conclusion of this study is that feedback environment does not constitute an organizational attributes of schools and no correlation exists between principal feedback environment and mentor feedback environment. Therefore, feedback environment should be examined as an attribute of teaching, and specifically, its intensity and context in the intake process of intern teachers. Furthermore, in view of the extensive significance attributed to principal feedback by novice teachers, principals are advised to improve feedback environment.