Faculty of Education - Theses
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ItemThe induction of beginning teachers in Victorian Catholic secondary schools( 1992)The purpose of this research is to examine the induction of beginning teachers into Catholic secondary schools in Victoria. The study examines formal induction processes, the role of the induction program within the school, and the advisability of the appointment of induction mentors. Current literature on the induction of beginning teachers was examined and wherever possible reference was made to literature originating from Australian and Victorian sources. A group of twenty-five (25) beginning teachers was surveyed in order to identify the problems that members were facing and to clarify the extent to which formal induction programs operated in their schools. The survey results reveal that nearly all of the beginning teachers experienced some difficulties and problems in their first few months of teaching. However, only a small majority of the respondents indicated that formal induction programs existed in their schools. Presently there is no firm policy requiring that all Victorian Catholic secondary schools implement formal induction programs for beginning teachers. However, the Catholic Education Office of Victoria has recommended that administrators in Catholic secondary schools establish induction programs for beginning teachers. The study proposes a number of recommendations to ensure a more consistent approach to the formal induction of beginning teachers. It suggests that a formal policy be developed and endorsed by Catholic secondary schools throughout Victoria in conjunction with the Catholic Education Office. From the results of this study, a model of induction is proposed as one way of formally inducting beginning teachers into the school and into the teaching profession.