How Day School Teachers Perceive Their Working Conditions: A National Study

Eran Tamir*, Nili Pearlmutter, Sharon Feiman-Nemser

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

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.

Original languageEnglish
Pages (from-to)92-108
Number of pages17
JournalJournal of Jewish Education
Volume83
Issue number2
DOIs
StatePublished - 3 Apr 2017

Keywords

  • Administration/principal/head of school support
  • Jewish day school
  • beginning teachers
  • professional development
  • professional learning community
  • school environment
  • teacher survey

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