Socialization of new teachers: Does induction matter?

Fadia Nasser-Abu Alhija, Barbara Fresko

Research output: Contribution to journalArticlepeer-review


The present paper focuses on new teachers' satisfaction with their first year of teaching from the perspective of socialization. The relationship between satisfaction with socialization and teacher background, school environment, placement, and induction variables was examined. Data were collected from 243 Israeli beginning teachers by means of questionnaire. Results indicated that satisfaction during the induction year was moderately high. Hierarchical regression analysis showed five significant predictor variables: ecological support from mentor, help from the principal, assistance from other colleagues, workload, and having already completed teaching training. Support from mentors and school colleagues had the greatest impact on new teachers' assimilation.

Original languageEnglish
Pages (from-to)1592-1597
Number of pages6
JournalTeaching and Teacher Education
Issue number8
StatePublished - Nov 2010


  • Beginning teachers
  • Teacher induction
  • Teacher socialization


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