Revealing the Principal's Role in the Induction Process: Novice Teachers Telling Their Stories

Abstract

As part of a larger study of two middle-grade schools, we interviewed novice teachers, their mentors, and administrators to determine their perceptions of various aspects of a multifaceted induction program. During the initial analysis, stories repeatedly surfaced about the administrator's role in the induction process. Reanalysis of the data revealed a higher frequency of stories about the administrator in relationship to other elements of induction. The narratives of novice teachers revealed the importance of the school administrator in the induction process. The principal positively contributed to teachers’ personal needs through interactions and orchestration of a healthy school climate.