How Day School Teachers Perceive Their Working Conditions: A National Study. Issue 2 (3rd April 2017)

• Record Type: Journal Article
• Authors: Tamir, Eran; Pearlmutter, Nili; Feiman-Nemser, Sharon
• Is Part Of: Journal of Jewish education. Volume 83:Issue 2(2017)
• Page Start: 92
• Page End: 108
• Publication Date: 2017-04-03
• Subjects: Administration/principal/head of school support -- beginning teachers -- Jewish day school -- professional development -- professional learning community -- school environment -- teacher survey; Jews -- Education -- Periodicals; Jews -- Education -- United States -- Periodicals; Jewish religious education -- Periodicals; 370.89924073
• DOI: 10.1080/15244113.2017.1307054
• Languages: English
• ISSNs: 1524-4113

Abstract

ABSTRACT: Induction and mentoring are widely considered in the United States and in the Organization for Economic Co-operation and Development (OECD) countries as a basic universal and critical intervention for a successful launch of new teachers. Based on an expanded set of survey data, this article focuses on how Jewish day schools offer professional support and learning opportunities from the head of school, the administration, colleagues, parents, and the school community and how useful teachers perceive these resources to be. This study reveals that less than half of all teachers in the schools surveyed report participating in formal induction programs and believe their schools take the learning needs of new teachers seriously. Schools would do well to attend to this aspect of teacher support and consider the systems and structures that do (or do not) exist to help orient, support, and develop new teachers.