Impact of the First Week of the Induction Program on Newly Qualified Teachers Socialization in a Primary School - Case Study Example

Evaluating the impact of the first week of the induction programme on Newly Qualified Teachers’ socialization in a primary school in China Introduction Background of teacher induction programme in China Educational policy context The induction program is a process for newly-qualified teachers (NQTs) getting familiar with the school environment and the professional teaching skills. During the process, a mentor is appointed to instruct the NQTs to master a certain amount of practical skills and normally this process lasts for one year in England. The induction program in England has become statutory since 1999 which means that new teachers’ entitlements of training to become professional educators are protected by the law (Bubb, et.al., 2005). However, in China, the induction program has not been a formal or legal imposition. According to the Teachers Law of the People’s Republic of China, the Chapter II Rights and Obligations indicate that teachers are entitled to take updated courses and tuitions related to education, and also teachers’ innovative work in education are encouraged and assisted by schools. The length of time and the content of the induction are not detailed clearly in the law. Until 2005, the Ministry of Education required all teachers to participate in a minimum of 40 periods of pre-service training aiming to ensure the reform of the national curriculum together with its underpinning principles and theories (Han, 2013). It could be concluded that while the continuing professional development (CPD) is gradually proposing training for teachers, the new teachers’ inductions are not being emphasized. The limited number of Chinese schools and teachers imply that recruiting the appropriate teachers and improving their teaching skills can be a difficult and complicated process (Tickle, 2000). In 2012, according to the statistics from the China Minister of Education, an excess of 14.6 million qualified teachers were employed in approximately 530,000 schools to teach around 270 million students in China in 2012. The distribution of education programmes for teachers are as follows: the percentage of primary school teachers who hold the degree equal to or above junior college is 84.91(2013). The figures indicate that the majority of primary school teachers have already received the basic theories and knowledge about education in college or university. However, Veenman (1984) noted that the gap between theories and real school situations could hinder the teachers’ development processes both in the aspects of teaching skill and in community assimilation. This may be due to the fact that colleges or universities only focus on the theoretical part of the teachers’ preparation, ignoring the importance of integrating theory into practice. Due to the features of teacher preparation processes in China, the content of NQTs training structure arrangement are mostly based on the circumstances of schools with employment relationship. According to the NQTs’ current situation in China, a more intensive teacher induction program about new teachers’ socialization is needed (Liu and Qi, 2006). Liu and Qi (Liu and Qi) states that the induction process for NQTs in China is completed both by the universities or colleges which provide pre-service teachers opportunities to experience short-term field learning, helping them adapt to the schools in the real world. The long-term professional development, for example, for schools in Shanghai, which provide for NQTs and experienced teachers include subject teaching and research group cooperative lesson preparation (Wong et al., 2005). The mainstream induction program in China focuses on the improvement of teaching skills. However, many researchers of induction ignore the school culture, which affects the NQTs’ sense of belongingness. Furthermore, establishing a relationship with the colleagues and understanding the office culture could also be a difficult issue for NQTs to manage (Bubb, 2007). 1. In the first week of induction in China, many activities are meant to provide the NQTs opportunities to engage in the school’s regular schedule, introducing the leadership group and the school’s policies. The “orientation week” is equated with the first week’s induction programme. This school week program is divided into six theme parts. The content includes the school management system, the educational law, regulation and risk aversion, how to engage into a new team, educational technology training, team development and career planning for teachers. The program also set four objects of each parts for the induction.1 Through the training of schools educational philosophy and relevant management rules, it is important to make sure that the new teachers would support the development idea of the school in terms of their mind, rapidly shifting their roles where necessary, adapt to a new working environment, strictly observing work discipline, and obeying school management.2、This can be carried out through training ing educational laws and regulations as well as accident risk aversion in teaching, enhancing new teachers awareness of law and their sense of responsibility. This can also be carried out through training, promoting new teachers alert, making sure they can rigorously and regularly get engaged in teaching activity under legal framework.3、Through lecture, team development activities, teachers talent show, communication and exchanges and other activities, build a platform to promote mutual acquaintance and understanding between the new teachers so that they can fit into this experimental school as soon as possible; the school can learn the new teachers personality and strengths from these activities, which can provide reference for the post arrangement。4、Through the training of the application of multimedia teaching equipment, new teachers can use the audio-visual equipment in the classroom for teaching, improving the new teachers skills in informationalized lesson preparation and teaching, so as to promote teaching effectiveness and to improve work efficiency. Compared to the NQTs professional training. Some previous reviewers have stated that the influence of the school culture is so numerous that what the teachers have learned in college are “washed out” by the reality of the school (Zeichner and Tabachnick, 1981). Therefore, the purpose of this research was to evaluate the effectiveness of the first week induction program, analyzing whether it is helpful for new teachers to enhance their adaptability and socialization in the new working environment. The aim of the research is enable the school leaders to pay more attention to the newly qualified teachers’ reflective thinking after the induction program in order to reschedule the induction to make it more effective in the future. Literature Review There are two principles for the chosen literature: First, these literatures are related to the key words - NQTs, induction, CPD, school improvement - of the research topic; Second, as this research was carried out in the specific country context, some comparison research papers both in China and the other countries are selected in order to compare how Western theories may be used to interpret the eastern phenomenon. My literature review is structured as: 1. The key concepts of “induction”. 2. Then I looked at the importance of induction to the NQTs; 3. What an effective induction programme should be; 4. What influence did the induction programme bring to the NQTs The key concept of ‘induction’ and the key factors contained in an induction: First, induction describes the phase of teachers’ development, which refers to the intensive learning of the professional skills (Feiman-Nemser et al., 1999). Induction also could be referred as the transition process which represents the socialization stage from the pre-service preparation to the in-service practice (Feiman-Nemser et al., 1999). In this article, the socialization process of the induction is emphasized. This process of induction is also described as “informal” parts of the induction. This informal training process contains different kinds of factors including the teachers’ development. Emotional support The role of mentor is to help the NQTs to become the part of the school’s teaching culture (Cochran- Smith & Paris, 1995). It is important for NQTs to have emotional support. The emergence of mentoring as a tool for supporting the first clinical and professional experience of teachers is associated with different developments in the educational system. In England, this system was presented as an important part of the early-university-school system seeking to ultimately increase the number of teachers when needed, with the introduction of certification systems within employment-based systems in teaching (Nemser, 1990). Another related reason for the mentoring programme was to ensure that newly qualified teachers would not be ‘shocked’ with the reality of the teaching experience which often prompts them to leave the teaching profession soon after entering it. The emotional support they are able to secure from the mentors would help them ‘survive’ their initial entry into the teaching profession. Mentoring also helps secure emotional support for highly capable teachers who need to be retained in the teaching profession (Hobson, et.al., 2007). Evidence has been presented from mentors which indicate how their role as mentors have had a positive effect on the professional and personal growth of mentors (Yeomans and Sampson, 1994). In the study by Lopez-Real and Kwan (2005), the perception of mentors in terms of their participation in school partnerships indicate that majority of mentors believe that the experience of mentoring has helped them understand the impact of learning from other mentors. Lopez-Real and Kwan (2005) indicate how the most extensive body of evidence within this context is on how mentors learn via self-reflection. Mentors were also able to establish how they learned from mentees, as they took part in mentor-training activities from tutors. These mentors have also been able to learn by teaching and communicating with other mentors, learners, and educators (Hagger and McIntyre, 2006). In relation to the results relating to mentor involvement, the Simpson, et.al., (2007) indicate how mentor references in terms of new ideas have been secured. Also, mentors have been able to note learning new and better styles of teaching, thereby also improving their use of mentoring (Davies, et.al., 1999), and improving also their communication skills, thereby supporting self-reflection, and awareness of professional development. Studies have considered the feelings of mentors, especially where ideas have become more validated for tutors (Lopez-Real and Kwan, 2005). These teachers thereby feel less isolated and are able to collaborate more with other mentors (Hagger and McIntyre, 2006). Reporting also seems to improve confidence in teaching styles, leading to better relationships with co-workers and pupils including the demanding teachers (Davies, et.al., 1999). Studies also show how mentors often gain satisfaction when they notice evidence on the impact of mentee development in their teaching styles (Beck and Kosnick, 2000). Mentoring has also been known to help teachers improve their identity as teachers, including their sense of self-worth, thereby promoting responsibility and improved recognition of the teaching profession as a whole (Wright and Bottery, 1997). Some studies suggest that taking part in mentoring has also helped career planning for teachers and career development, also promoting the identification of priorities and strengths (Tauer, 1998). This can also promote the expansion of responsibility including professional development within the context of mentors and the pursuance of professional qualifications (Moor, et.al., 2005). The importance of induction to the NQTs Teachers’ development process could be theorized in seven phases (Fessler, 1985). The induction period is the second phase, which is after the pre-service part (Fessler, 1985). However, according to Fessler (Fessler), not all the teachers could cross every phase. In relation to the importance of induction to the NQTs, the requirements of NQTs should be taken into consideration. First of all, capabilities required in the schools’ environment will include specialized knowledge, classroom management skills and educational objectives (Calderhead and Lambert, 1992). In a school, NQTs are firstly put in the classroom where their skills are tested. The skills as well as the qualities of each every class is within the same level. Moreover, each class will also present its own difficulties especially its issues in behavior management (Bubb, 2007). Secondly, in order to meet the demands of school cultures, the NQTs should behave accordingly, (Bubb et al., 2005) allowing them to adjust both the characteristics of personality and the theories related to the school’s principles (Hanson and Herrington, 1976). It may be concluded that both the professional skills and social adaptabilities would be needed for the NQTs. Consistent with the requirements for the NQTs, the aspects of motivation and induction would be to keep the NQTs enthused even under the pressures of quality teaching during their induction year. A number of researches have shown that NQTs sometimes feel isolated and they do not have enough confidence to be competent teachers (Grady and Brock, 1998) Secondly, the aim of induction is to improve the professional skills for NQTs. When they are NQTs teaching in the classroom, they would gain access to the different aspects of teaching and learning resources (Grady and Brock, 1998). In the meantime, their mentors would observe their teaching processes, which provide them opportunities to shift their pedagogic skills from solely helping students to also helping manage children’s behaviour (Tisher, 1984). The situation in China compared to the Western countries After the implementation of the National Curriculum and Assessment in the UK, it is argued that the autonomy of teachers is limited by its standards. But the form of collaborative working environment is different from that of China. In China, a collective working environment is required especially under the centralized curriculum and specialist teachers are needed for subject teaching (Ma, 1999). The teachers organize, observe and reflect on each other’s teaching together under the research group in each subject (Paine, 1997). The central government published the textbooks and teachers’ teaching instructions manual, which is based on the national curriculum standards. It may result in the lack of creativity in teaching resources and teaching approaches because the teachers are given specific guidance on classroom teaching (Wang, 2002) Influence of the induction of the NQT programme The teachers’ culture around the NQTs could be a positive factor to support the development of new teachers (Williams et al., 2001). The collaborative environment sometimes ignores the ability of individual teachers (Williams et al., 2001). The new teachers’ progress is also affected by the school structural culture (Carre, 1993), and the supportive collaborative teachers relationship could enhance the implementation of the teachers’ innovative ideas. Arrangement of the induction program The school should set policies of induction for NQTs and the staff in the school should understand their roles in the school system in order to ensure that the NQTs would have the support that they need. There are different theories which explain the induction programme and the NQTs. The Cognitive Evaluation Theory for example discusses the sub-determination theory which indicates elements which do refer to variety involved in intrinsic motivation, including the social and contextual incidents which can trigger confidence and autonomy. In turn, intrinsic motivation can arise. The self-determination theory as discussed by Deci and Ryan (2002) refer to the fact that socials elements which cover the teachers’ interpersonal style can have an impact on the motivation of students, often prompting engagement in nurturing as opposed to discouraging primary psychological requirements. Such requirements include that of autonomy, competence, as well as relatedness. Other earlier studies have considered interpersonal style within a setting evolving from the highly controlling to the highly autonomous (Deci, et.al., 1981; Reeve, et.al., 2004). However, in Reeve, et.al., 2004, an expansion of this one-dimensional continuum has been set, evaluating qualities of the environment which support or suppress the psychological needs. Within this setting, researchers have identified autonomy support, structure, as well as interpersonal support to be elements which can help ensure the teachers’ need for autonomy, relatedness, as well as competence. Autonomy support includes behavior by one who has the authority, including behavior which expresses respect, supports freedom of expression, as well as ensures that subordinates would accept preferences as well as desires (Deci and Ryan, 1987). Autonomy supportive behavior includes choice appropriated as well as sufficient rationale from educators and the recognition of student perceptions. Coercion is on the other side of autonomy. Where teachers would be coercive or controlling, autonomy for students is compromised because these students would likely see themselves as pawns to be manipulated by teachers (Skinner and Edge, 2002). Structure considers the extent by which the social structure is predicted and made consistent (Skinner and Edge, 2002). Also, where the teacher presents difficult activities and provides clear but short-term objectives, the atmosphere can be a nurturing one for the student, also ensuring sufficient motivation for students and teachers. This can be seen if the foundation of structure is secured in the midst of a supportive setting (Deci and Ryan, 1991). Chaos is the other side of order and organization. Within the context of an uncontrollable or chaotic setting, students may not see themselves as incompetent. Interpersonal involvement also includes the teachers’ opportunity to feel a sense of belongingness and they would relate to each other in a social setting which would include warmth, care, and affection. In the school setting, as teachers have a warm and sympathetic feeling for their students, they would also need to invest time and energy for these students (Reeve, et.al., 2004). Beyond interpersonal perspectives is hostility. As teachers become more hostile, students may find themselves unloved and not trustworthy. Within the setting of an autonomous structure, interpersonal involvement is involved dimensions for teachers. Motivation can also improve where the teachers would find means to ensure sufficient tools for autonomy (Skinner and Belmont, 1993). In relation to interpersonal involvement, Skinner and Edge (2002) support the idea that a high degree of interpersonal involvement would be needed to ensure that sufficient structures would be available to ensure autonomy. Deci, et.al., (1991) have noted the importance of autonomy-supportive styles in teaching leading to better student motivation, learning, as well as emotions. Still, teachers often apply controlling options (Sarrazin, et.al., 2006). Within this setting, it is important to understand that the NQTs have different functions and milestones to reach within their first few months of practice. Their role as teachers has to be viewed within the context of independence and autonomy for students, with the end goal of ensuring that the goals of effective teaching would be reached. From a case study, before the NQTs enter the school, an informal meeting is arranged in order to get the expectation from the school. Then the induction programme will be arranged based on the discussion. The rationale of the induction programme 1. The definition of socialization 2. Teachers’ socialization 3. The well-structured induction programme could enhance the NQTs first year development. Research Questions The research questions are: 1. How do the newly qualified teachers enhance their socialisation through the first week of the induction programme? 2. Are there any improvements which can be implemented in order to ensure that for the short-term induction program would be more effective? The first question includes the content and the process of the induction programme that affects the way the NQTs adjust to their school environment. The second question emphasizes suggestions which are made to make the induction program more effective. Methodology This research has been carried out in a school in a provincial capital in the southwest of China. As it is a small-scale research adopted in a specific context, qualitative research is suitable for collecting and analyzing (Robson, 2011). Semi-structured interviews are applied as a method of qualitative research in order to get an in-depth view of a certain phenomenon (Potter and Hepburn, 2005). These interview questions focus on the NQTs’ attitudes to the first week of the induction programme. The sample of the respondents is three newly qualified teachers all recently graduated from normal universities in China in August of 2014. They have earned a bachelor’s degree together and have passed nationwide teaching qualifications for teaching above elementary school level (Liu and Qi, 2006). Three of them are all female teachers, ranging from ages 23 to 24. They are all appointed to teach mandarin in the first grade in primary after the first week induction. As the researcher could not get back to do the interview, all the interviews were carried out through Skype. Findings Based on the answers from the NQTs interview, the teachers wished to meet the criteria for good teaching in the school (Grady and Brock, 1998). Another finding is that sometimes, the other teachers ignored the process of introducing the NQTs to the other staff in the school. The NQTs often isolated when they started their work and they could not get valuable feedback from the different teachers. Another finding is that some forms of induction programs can be promising, especially where they are stable and their induction is varied. This was related to the elements of NQTs personalities, including their interactive activities. In terms of information about the school culture, the respondents indicated that they did not know much about the school when they entered the school. One respondent actually said that “I never considered whether I could adjust or not”. One respondent indicated that he knew “some information from my friend, because she is also a teacher in this school”. Yet another respondent said that he knew some data about the school through his friends and through the network of friends. In general, two of the respondents indicated their confidence in eventually adjusting to the school environment. In terms of the expectations in the first week of induction, the first respondent indicated that he expected the induction program to provide information needed to fulfill the requirements of the position. General data about the school itself including assessment elements has been set forth in relation to the induction program, according to the first respondent. In the end, after the training, the respondent found out that the training did not detail the roles of new teachers working in actual situations. The second respondent said that the data provided was “too general to meet my expectation”. As for the third respondent, he said that he understood the rules in the school including the general management system. However, also, he considered the rules and system very much general. As for aspects of the school understood by the respondents in their first week of induction including the program which stood out for them, the first respondent said that he understood the “history and development process of this school and the teachers here are very professional”. He also mentioned that he was impressed with the activities in team development as it gave the team the time to keep in touch with other teachers. The second respondent understood the management process in the school including school expectations from teachers. He was impressed with the use of the white boards in the school. Finally, the third respondent understood also the management system in the school and was impressed by the fact that the school had very advanced teaching facilities. When asked to describe how the new teachers have been introduced in the induction program, the first respondent said that they were all “required to do a self-introduction in the first day of induction, just introduce some general information like which university you graduated from or what subject you are interested in teaching”. The second and third respondent also mentioned self-introduction and they were asked to discuss more about each other in relation to different activities. When asked to describe how they as new teachers have been welcomed by colleagues during and after their induction, the first respondent said that they “communicate with each other during the induction program” and they sometimes discussed if they have common hobbies in order to build relationships. The second respondent said that they took the time to initiate communication with other teachers and take part in school activities. The third respondent mentioned that maintaining a working attitude helps establish whether colleagues would include them in their work. He believed that maintaining and positive learning attitude has been very important. As for what challenges are greatest for teachers in the first week of induction, the first respondent said that a challenge lay in the fact that there was no specific plan to achieve specific goals. The second respondent said he was very stressed. And the third respondent said that his role changed from student to teacher. As such, they often worried about whether “I could act like a teacher properly”. When asked how they felt mentally today as compared to when they were starting out in the induction program, the first respondent said that t more he was “eager to learn to ask and to watch, the more opportunity you will get”. The second respondent said that “when I was in the induction program, I was too shy to speak out my feelings and reflections. No I can deal with any situation calmly”. The third respondent said that he gained confidence and was less worried about his work. He also got used to the management system of the school. In terms of the support they got during their first week of induction, in general, the respondents indicated that they were able to get emotional support from the more experienced teachers. They were also able to “provide the books for teaching, and we all have informal conversation with them and they encourage us to build confidence and overcome the problems in the class. The first respondent said that he got support from the grade level where he was teaching. They also mentioned that they were in the group where these other teachers often did activities as a group. The other teachers gave advice about class management. The second respondent said that teachers in the teaching and research group also came to “my classroom to observe my teaching process and they gave me many suggestions to improve my teaching”. Given the chance to have a mentor, the respondents were asked about the type of information they would want to receive the most. The first respondent said that he wanted to observe the teaching process in his classroom and ‘get some useful teaching tips from this kind of learning’. The second respondent said that he wanted to “have a face-to-face conversation to ask him or her some questions about my teaching”. The third respondent said, he would want to learn more about teaching skills as well as classroom management skills. When asked if they though the first week of induction was effective for them to adjust in the new work setting, the first respondent said that no, “because the information is too genera”. The second respondent said that he could, “because I am not afraid of teaching anymore, and I became more confident”. The last respondent said that it helped in a way, and he suggested “inviting more experienced teachers in different subjects and introduce some teaching skills for different subjects”. In some studies literatures’ research, the NQTs feel less confident after they participated in the induction programme, as they could not manage the students from different family backgrounds (Hoy and Woolfolk, 1990). Based on the results of the interviews, the NQTs showed all the expected apprehensiveness in their first week of teaching. Apprehension and anxiety is expected for any first time worker entering the work force, and teaching is not an exception. The NQTs were particularly worried about how they would manage and adjust to the system in the school. However, in general, the NQTs were able to manage the system, but they did indicate that with more support from their work colleagues, better outcomes in their first week of work could have been minimized. The NQTs also mention that with the support of other teachers, and with better knowledge of the system, they were able to gain confidence in the work setting. Conclusion This study set out to evaluate the impact of the first week of the induction programme on Newly Qualified Teachers’ socialization in a primary school in China. It covered three respondents who were able to provide a glimpse of the induction program in the school in China. In general, the respondents indicated that they were very much apprehensive during their first week of induction. But with the proper information and knowledge, they were able to get through their first week of classes. However, they acknowledge that more could have been done for them in order to improve their performance and lessen their anxiety in their first week of induction. This study acknowledges the fact that NQTs often do not have a positive experience in the workplace during their first week of classes. Many of them often do not ‘survive’ their first week and end up quitting the teaching profession. As a result, employee retention is difficult for the teaching profession, with NQTs deciding to leave the profession when their first week of teaching is not a good experience. Like with other professions, the importance of setting up a welcoming environment for NQTs is important, especially with the newness of the work setting, including the difficult transition from theory to practice. This study recommends that more research be undertaken in relation to improvements in transition for NQTs in order to promote effective transitions. 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