A comparative case study of the principal's role in new teacher induction

Abstract

The purpose of this study was to examine the role of the principal in new teacher induction programs and how moral leadership and socio-economic status impact that role. The role of the principal was examined from the perspectives of principals, beginning teachers, and the local new teacher induction program. This study was guided by two primary research questions: What is the role of the principal in new teacher induction? How does this role differ, if in any way, in low versus high socio-economic schools?

Moral leadership served as the theoretical foundation of the study. A review of the literature focused on components of new teacher induction and how the role of the principal in new teacher induction is impacted by moral leadership and socio-economic status of the school.

Interviews with principals and beginning teachers served as primary data sources, while the local new teacher induction program provided an additional perspective. Participants consisted of one principal from an upper-income elementary school, one principal from a low-income elementary school, and three beginning teachers with one to three years of experience.

The data was structured by using the constant comparison method. Categories were coded and compared to determine emerging themes in the data. The data revealed that the principal from the low-income school took on a professional role in new teacher induction while the principal from the upper-income school took on a personal role in new teacher induction. Moral leadership did not represent a significant impact on their leadership style, particularly with beginning teachers. The significance of this study to the field of educational leadership lies in the deeper understanding of the principal’s role in new teacher induction at schools regardless of socio-economic status.