The role of school principals in training and support for newly hired teachers
Abstract
Starting from an analysis of the newly hired teachers’ concerns and needs associated with the induction phase and of the related multiple dimensions involved in the support that can be given by principals, the paper presents an empirical study conducted as part of a regional plan for monitoring and evaluation of the new training model for newly hired teachers tested in Italy during the school year 2014-15. The survey aimed to explore the role of school principals of Emilia- Romagna and their views on the training model. Overall, findings suggest that principals share a positive perception of the assumptions
and choices underlying the model adopted and that they have carried out ongoing support functions beyond those explicitly required by national regulations. They also highlight some critical issues that need to be addressed in terms of educational research and policy, emphasizing the importance of further investigation of the principals’ role in new teacher induction.
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