A longitudinal study of induction on the acceleration of growth in teaching quality of beginning teachers through the eyes of their students

Abstract

This study examines the development of beginning teachers' teaching quality during the first three years of teaching. Schools were randomly assigned to an experimental condition, to develop support programs (induction) for beginning teachers. Induction focused on personal coaching and the enhancement teacher autonomy and connectedness. Analyses were based on a total sample of 276 beginning teachers and 4932 students from 63 schools over the course of three years. Students perceived more rapid teaching quality increases over time in the experimental condition compared to the control condition. Certification status, gender, and induction programs explain differences (and changes) in perceived teaching quality.