Principals’ and Mentors’ Shared Responsibilities in Induction of Beginning Teachers

Abstract

Denessen, 2016), principals' and mentors' perceptions of various aspects of induction and their responsibilities are being questioned. Current literature shows an increased support for and interest in the mentoring of beginning teachers (Beutel, Crosswell et al., 2017), and in collaborative professional induction learning (van Ginkel, Verloop & Denessen, 2016) yet, we know little about principals' and