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Ecological School Culture for Novice Teachers' Retention: Principals' Perceptions.

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Title: Ecological School Culture for Novice Teachers' Retention: Principals' Perceptions.
Authors: Zavelevsky, Erez1 (AUTHOR), Shapira-Lishchinsky, Orly1 (AUTHOR) Shapiro4@biu.ac.il, Benoliel, Pascale1 (AUTHOR), Klein, Joseph1 (AUTHOR), Schechter, Chen1 (AUTHOR)
Source: Leadership & Policy in Schools. Oct-Dec2022, Vol. 21 Issue 4, p922-937. 16p. 2 Diagrams, 1 Graph.
Subject Terms: *Beginning teachers, *Teacher retention, *School environment, *High school principals
Abstract: The current study aimed to examine the perceptions of principals on aspects of the ecological school culture that contribute to novice teachers' retention. Narratives of 16 Israeli middle-schools and high schools principals were analyzed based on the social-ecological model. This model considers the different environments related to the professional performance of novice teachers. The findings highlight several key factors that encourage retention such as processes of training, support and supervision, and socialization amongst teachers. Principals and decision-makers can implement the proposed modelto increase novice teachers' retention in their schools. [ABSTRACT FROM AUTHOR]
Copyright of Leadership & Policy in Schools is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: <searchLink fieldCode="JN" term="%22Leadership+%26+Policy+in+Schools%22">Leadership & Policy in Schools</searchLink>. Oct-Dec2022, Vol. 21 Issue 4, p922-937. 16p. 2 Diagrams, 1 Graph.
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  Data: *<searchLink fieldCode="DE" term="%22Beginning+teachers%22">Beginning teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+retention%22">Teacher retention</searchLink><br />*<searchLink fieldCode="DE" term="%22School+environment%22">School environment</searchLink><br />*<searchLink fieldCode="DE" term="%22High+school+principals%22">High school principals</searchLink>
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  Data: The current study aimed to examine the perceptions of principals on aspects of the ecological school culture that contribute to novice teachers' retention. Narratives of 16 Israeli middle-schools and high schools principals were analyzed based on the social-ecological model. This model considers the different environments related to the professional performance of novice teachers. The findings highlight several key factors that encourage retention such as processes of training, support and supervision, and socialization amongst teachers. Principals and decision-makers can implement the proposed modelto increase novice teachers' retention in their schools. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Leadership & Policy in Schools is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/15700763.2021.1879170
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      – Code: eng
        Text: English
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        Type: general
      – SubjectFull: Teacher retention
        Type: general
      – SubjectFull: School environment
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              Text: Oct-Dec2022
              Type: published
              Y: 2022
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