Schools effects on Teacher Socialization

Abstract

Induction experiences of beginning teachers in schools thah were classified as more effective or less effective on the basis of student achievement are compared. Classrooms observations, interviews, and a "Beggining Teacher Questionnaire" were used to obtain information from teachers in the two groups. Three areas of socialization were examined; assistance, monitoring, and team-building. Results indicate that historically more effective schools were more supportive of ther beggining teachers. In addition, out-come data regarding teacher performance provides evidende or more effective teaching among teachers in more supportive schools, even though initial teacher effectiveness, levels of experience, and educational attaintment were not different for the two groups.