The multilayered effects of initial teacher education programs on the beginning teacher workforce and workplace: Perceptions of beginning teachers and their school leaders

Abstract

Initial teacher education (ITE) impacts the preparedness of beginning teachers. A large scale mixed methods investigation (n = 2145) offers perceptions through surveys of beginning teachers in their first five years of teaching (n = 1362) and their school leaders (n = 736) and one-on-one semi-structured interviews (n = 47) with beginning teachers (n = 38) and school leaders (n = 9). The findings offer a deeper understanding of ITEs influence on beginning teachers’ preparedness. Qualitative analysis of survey open questions and the quantitative analysis of beginning teachers (n = 504) and school leaders’ (n = 306) completed Likert scale surveys items unveiled perceptions about ITEs impact on beginning teachers’ satisfaction levels, expectations and realities; professional support and mentoring offered at school level; and professional interrelationships within schools.