Ecological School Culture for Novice Teachers’ Retention: Principals’ Perceptions

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Abstract

The current study aimed to examine the perceptions of principals on aspects of the ecological school culture that contribute to novice teachers’ retention. Narratives of 16 Israeli middle-schools and high schools principals were analyzed based on the social-ecological model. This model considers the different environments related to the professional performance of novice teachers. The findings highlight several key factors that encourage retention such as processes of training, support and supervision, and socialization amongst teachers. Principals and decision-makers can implement the proposed modelto increase novice teachers’ retention in their schools.

Original languageEnglish
Pages (from-to)922-937
Number of pages16
JournalLeadership and Policy in Schools
Volume21
Issue number4
DOIs
StatePublished - 2022

Bibliographical note

Publisher Copyright:
© 2021 Taylor & Francis Group, LLC.

Funding

This work was supported by the Israeli Ministry of Education [204495].

FundersFunder number
Israeli Ministry of Education204495

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