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

Autor/inn/en	Tamir, Eran; Pearlmutter, Nili; Feiman-Nemser, Sharon
Titel	How Day School Teachers Perceive Their Working Conditions: A National Study
Quelle	In: Journal of Jewish Education, 83 (2017) 2, S.92-108 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1524-4113
DOI	10.1080/15244113.2017.1307054
Schlagwörter	Teacher Attitudes; Day Schools; Teaching Conditions; Jews; Judaism; Faculty Development; Teacher Surveys; Beginning Teachers; Communities of Practice; Religious Education; Educational Environment; Alumni; Teacher Orientation; Longitudinal Studies; Statistical Analysis; Foreign Countries; Massachusetts; Israel (Jerusalem) + Suchen Sie Ihr Suchwort? Lehrerverhalten; Day school; Halbtagsschule; Lehrbedingungen; Unterrichtsbedingungen; Jew; Jude; Jüdin; Juden; Judaismus; Junior teacher; Junglehrer; Community; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Teacher; Teachers; Orientation; Lehrer; Lehrerin; Lehrende; Orientierung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Statistische Analyse; Ausland; Master-Studiengang
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01