What would Newly Qualified Teachers appointed in Cyprus Primary Schools expect from an effective school-based induction programme? Recommendations for the introduction of an effective school-based induction programme

Panteli, Marios Anthimou (2009). What would Newly Qualified Teachers appointed in Cyprus Primary Schools expect from an effective school-based induction programme? Recommendations for the introduction of an effective school-based induction programme. EdD thesis The Open University.

DOI: https://doi.org/10.21954/ou.ro.0000eb56

Abstract

This study investigates the induction of Newly Qualified Teachers (NQTs) in Cyprus Primary Education. In Cyprus, until September 2008, there was no formal induction policy for primary teachers. However, since June 2006, after the beginning of this study, the issue of inducting and evaluating NQTs has been extensively discussed in the context of the discussions about Educational Reform. The key purpose of the study was to make recommendations for the introduction of effective school-based induction activities/strategies for NQTs appointed in Cyprus Primary Education by identifying their needs and exploring their expectations of a school-based induction programme.

The type of research approach selected was that of mixed methods research taking into account that it combined the use of both qualitative and quantitative research methods. The following data collecting instruments were used: a focus group interview with NQTs: postal questionnaires sent to NQTs: face to face interviews with NQTs; and e mail interviews with an NQT and the Minister of Education and Culture. The study used a national representative sample because its intention was to generalise the findings for the whole target population.

According to the NQTs in my sample responses. NQTs appointed in Cyprus Primary Education are thrown in at the deep end, with a full teaching load and associated responsibilities with limited support. They also encounter many problems during the first years of teaching. Therefore, the NQTs argued that every school should implement an individual structured programme of support for all beginning teachers in order to help them overcome the specific problems they face. The induction programme must directly address NQTs' specific needs and concerns, must be flexible and should be negotiated on the basis of individual needs and goals. NQTs also underlined that the induction programme should serve several purposes and include many induction activities and opportunities of support. What they needed desperately was the presence of regular and structured guidance and support mainly from a mentor. In summary, based upon the findings, this study provides valuable information for determining which school-based strategies are likely to be useful and effective for Cyprus Primary NQTs.

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