AbstractThis study assesses the effectiveness of the current induction practice for teachers who are new to the Northern Territory state school system, and from this evaluation suggest strategies for, and provides a model of, practice. Two surveys were conducted: the first to determine the inductees own perceptions of the problems that they have faced and of the assistance that they have been given in their induction programs, the second to determine the principals' perceptions of the problems of inductees and of the assistance that is given to them by schools.
The study findings indicate that the problems of inductees in Northern Territory schools are real and extensive and many of their needs are not being met formally through induction programs. The system-based induction practice of central, regional, and recall induction programs is highly commended. Current Northern Territory school based induction is, however, limited, with only a minority of schools offering such programs and/ or mentor schemes of teacher support. The probation system of peer assessment has been seen by many principals to replace the necessity to provide other forms of beginning teacher assistance. This research has also supported the concept of the context specific nature of induction. Inductees to Aboriginal schools and urban schools have different requirements of effective induction practice. For inductees in urban schools, the three highest ranking difficulties are assessing students' work, subject content, and dealing with individual differences. In contrast, inductees in remote schools emphasised dealing with individual differences, classroom discipline and motivating students. In regard to the personal problems of adjusting to living in the Northern Territory, inductees to both urban and Aboriginal schools perceived the same difficulties as being the three most important: the high cost of living, missing friends, and the lack of fresh fruit and vegetables.
|Date of Award||1991|
|Supervisor||J Cameron (Supervisor)|