The contribution of support system frameworks to beginning

The contribution of support system frameworks to beginning teachers’ success: the PROTEACH model Dr. Oded Mcdossi & Dr. Haya Kaplan

Background • The challenges and difficulties facing beginning teachers are well documented (e. g. , Flores, 2017; Ilaiyan & Zedan, 2011). • Induction into teaching is a complex process influenced both by contextual and individual factors. • There is scant research that combines these two aspects (De Neve & Devos, 2017; Ingersoll & Smith, 2004). The 7 th International Conference on Teacher Education, June 2019

Background • A meaningful induction process is associated with higher job satisfaction, commitment, and retention (Ingersoll & Strong, 2011). • The efficiency of induction increases the more comprehensive and structured it is. § What kind of support do beginning teachers need during their induction? § Who is responsible for that support? § How does support increase teachers' motivation and reduce burnout? The 7 th International Conference on Teacher Education, June 2019

Support system frameworks • Mentoring is the most popular induction method for beginning teachers, and has been identified as a significant predictor of teacher integration into school (Smith & Ingersoll, 2004). • Teachers indicate a contribution of intern workshops to their integration (Lazovsky & Zeiger, 2004). • Participation in an intern workshop decreases teachers’ dropout rates (ICBS 2019). The 7 th International Conference on Teacher Education, June 2019

The conceptual model: the motivational aspect • Sociocultural models of supporting beginning teachers and Self. Determination Theory. • Self-Determination Theory (Ryan & Deci, 2017) emphasizes the importance of a supportive environment in addressing basic psychological needs: relatedness, competence, and autonomy. • Limited evidence exists of the effects of the school environment on beginning teachers’ motivation (Fernet et al. , 2016). The 7 th International Conference on Teacher Education, June 2019

The present study • There are multiple induction frameworks to support beginning teachers: mentoring, school officials, school community, teacher colleges’ representatives, and the peer group of beginning teachers. • We hypothesized that a supportive environment would positively affect teachers’ integration and their sense of competence in school, which in turn will increase teachers' motivation and reduce burnout. support systems integration and a sense of competence The 7 th International Conference on Teacher Education, June 2019 motivational processes

Sample, method and statistical analysis • A sample of 924 beginning teachers (half of whom were in their internship year and half in the first year of teaching) from five teacher colleges in Israel. • Main variables (based on exploratory factor analysis): • • Support systems: workshop, school and mentor Integration into the school Sense of competence: with students and the school system Motivation to teach: internal, external and a sense of burnout • Path analysis to predict motivation to teach by types of support, integration/belongingness and a sense of competence. The 7 th International Conference on Teacher Education, June 2019

Path analysis results The 7 th International Conference on Teacher Education, June 2019

Path analysis results Support Systems Motivational Processes / Outcomes 0. 228 Workshop Integration 0. 135 0. 577 0. 262 Competence: System Mentor 0. 101 Competence: Students a Standardized beta coefficients of significant direct paths b All models control for: Ethnicity, Age, Gender, the status of the beginning teacher and teacher's role c Overal model fit: R 2=. 736; LR χ2(6)=5. 475, p>. 05; RMSEA=0. 00, p>. 05; CFI=1 All the coefficients are significant at a 5% level Motivation: External 0. 081 0. 354 0. 136 0. 124 Motivation: Internal 0. 148 0. 145 -0. 096 0. 093 -0. 152 0. 112 School 0. 181 0. 204 -0. 363 Motivation: Burnout

Summary and conclusions • Induction is a multifaceted process that must be addressed by multiple frameworks. • Beginning teachers identified three main support systems. • All support systems were found to be positively associated with teachers' integration within schools, and to contribute to the competencies necessary for success in the initial years of teaching. The 7 th International Conference on Teacher Education, June 2019

Thank you for your kind attention

Supporting systems Mentor support Workshop support • • • • • My peers at the workshop are my good friends I feel comfortable sharing my experiences with my peers at the workshop I feel comfortable sharing my difficulties with my peers at the workshop At the workshop, I receive professional tools for teaching The workshop helps in my induction process The workshop helps me to learn about what the school expects of me The workshop enables me to advance initiatives at school The workshop encourages me to reflect on my teaching The workshop is my professional community The workshop facilitator enriches my theoretical and conceptual knowledge about teaching The workshop facilitator helps me develop tools for coping with difficulties in my work The workshop facilitator lets me develop my unique direction The college prepared me well for the reality I encountered at school The school’s MIT helps me in the induction process and in my inclusion in school I feel that school and the college ‘speak the same language I would warmly recommend to new teachers that they take part in the workshop The teacher mentor is involved in processes taking place in the workshop Proportion of explained variance Cronbach's alpha 0. 535 0. 960 • • • The meetings with the teacher mentor help me in my teaching The meetings with the teacher mentor help me develop my special direction Mentoring helps me have a sense of belonging to the school I tend to share my difficulties with my mentor I tend to share my experiences with my mentor 0. 113 0. 936 School support • • Beginning teachers at my school receive a clear explanation on school procedures and routines At my school, people relate to interns and new teachers with respect and professional esteem Members of the school administration helped me in the induction process I’m satisfied with my induction process at school 0. 053 0. 868

Competence (organization) • • Competencies I’m able to perform school tasks (special duties, meetings etc). I’m able to advance pedagogic initiatives at school I’m able to advance pedagogic initiatives at the community At staff meetings I’m able to contribute and advance my special ideas • • • Competence (students) Very often it’s hard for me to respond to the needs of all the pupils I find coping with discipline problems difficult I’m able to provide response to pupils with special needs I have the capacity to advance my pupils’ achievements I’m capable of responding well to my pupils’ needs I’m sure that I can cope with tough teaching tasks Proportion of explained variance 0. 074 0. 317 Cronbach's alpha 0. 755 0. 772

Belongingness and integration • Senior teachers at school invite me to work with them collaboratively • I feel lonely in the staffroom at school • School gives me a place to express my skills and capacities • When I need help, there’s always someone from the teaching staff I can turn to • I feel a sense of belonging to the school • At school I can speak freely about what I really think • I want to continue teaching at my school in the future • Veteran colleagues share their professional experience with me • I feel involved and that I contribute to school • School lets me express my set of values • I receive recognition and obtain the trust of my senior colleagues Cronbach's alpha 0. 921 The 7 th International Conference on Teacher Education, June 2019

People invest in their work for different reasons. To what extent do the following items match your feelings towards your teaching work? Motivation - External Motivation - Internal • • Teaching is interesting and challenges me Teaching gives me great satisfaction I enjoy the relations with my students Teaching lets me nurture in my students values which are important to me Proportion of explained variance Cronbach's alpha 0. 413 0. 855 • • • Teaching gives me opportunities to advance my career Teaching grants me social status and prestige Teaching gives me economic and occupational security 0. 125 0. 836 Burnout • • • Sometimes I feel that I’m wasted in teaching It happens sometimes that I don’t feel like going to school Teaching is exhausting 0. 114 0. 800