School Leaders’ Insights Regarding Beginning Teachers’ Induction in Belgium, Finland and Portugal

Yıl 2019, Cilt: 19 Sayı: 81, 57 - 78, 31.05.2019

Estela Costa Marta Almeıda Ana Sofia Pınho Joana Pıpa

Öz

Purpose: Although
new teachers’ induction is a key issue of principals’ work, there’s
still little research on this. Occurring within the frame of a EU project, the goal of the study was to perceive
the main needs of principals to support beginning teachers in Belgium (Flanders), Finland and
Portugal.

Research
method: It built on a questionnaire applied to 1654
principals in three countries. 261 principals replied to the questionnaire. Descriptive statistics and exploratory factor
analysis were used, and a comparative test involving the countries under
analysis was performed. 

Findings: The most relevant needs referred to
professional/organizational development and pedagogical leadership, comprising
implementation of supervisory devices and ICT integration in the classroom.
Principals stressed the need to support new teachers to promote differentiated
pedagogy, critical reflection and collaborative practices. Moreover, we found
significant differences between countries: Belgians presented the highest
scores in all dimensions, followed by the Portuguese and the Finish,
respectively.

Conclusions: There’s a consensus on the
relevance of principals’ action as pedagogical leaders, with a great focus on
collaboration as a methodology of work among teachers, and reflection as an
opportunity for professional growth and learning. Traditionally, this issue
concerned only teachers. Currently, there seems to be a shift towards a
commitment of principals to become more directly involved in driving teachers’
practices and teaching processes. Nevertheless, this consensus is not total, as
they value differently, in breadth and depth, the other dimensions, which must
be analyzed in the light of the idiosyncrasies of each educational system.

Anahtar Kelimeler

school management, school principal;

Kaynakça

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