Beginning Teachers' Pupil Control Ideologies: An Empirical Examination of the Impact of Beliefs about Education, Mentorship, Induction, and Principal Leadership Style

Autor/inn/en	Rideout, Glenn; Windle, Sheila
Titel	Beginning Teachers' Pupil Control Ideologies: An Empirical Examination of the Impact of Beliefs about Education, Mentorship, Induction, and Principal Leadership Style
Quelle	In: Canadian Journal of Educational Administration and Policy, (2010) 104, (48 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1207-7798
Schlagwörter	Leadership Styles; Ideology; Logical Thinking; Data Analysis; Educational Environment; Beginning Teachers; Instructional Leadership; Mentors; Beginning Teacher Induction; Interviews; Prediction; Statistical Analysis; Teacher Attitudes; Classroom Techniques; Professional Development; Principals; Educational Attitudes; Foreign Countries; Multiple Regression Analysis; Canada + Suchen Sie Ihr Suchwort? Führungsstil; Ideologie; Auswertung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Junior teacher; Junglehrer; Instruction; Leadership; Bildung; Erziehung; Führung; Interviewing; Interviewtechnik; Vorhersage; Statistische Analyse; Lehrerverhalten; Klassenführung; Principal; Schulleiter; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Ausland; Kanada
Abstract	This empirical study examined changes in beginning teachers' pupil control ideologies (PCI). Quantitative analyses were conducted with regard to shifts in PCI that may be associated with internal beliefs about education and with external factors such as mentorship, induction programs, and school leadership style. Follow-up interviews facilitated a more thorough understanding of the quantitative data analysis. Results indicate that beliefs about education significantly predict beginning teachers' PCI, while other factors appear less important. Implications for teacher education and teacher professional development are discussed in relation to factors associated with authentic, beliefs-based beginning teacher classroom practices. (Contains 4 tables.) (As Provided).
Anmerkungen	Faculty of Education, University of Manitoba. Winnipeg, MB R3T 2N2, Canada. Tel: 204-474-9004; Fax: 204-474-7564; e-mail: cjeapadm@cc.umanitoba.ca; Web site: http://www.umanitoba.ca/publications/cjeap
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10