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ERIC Number: EJ1104194
Record Type: Journal
Publication Date: 2016
Pages: 4
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0013-1172
EISSN: N/A
A Beginning Teacher's First Steps to "Fitting in Where You Are Getting In": Identifying Top Rated Collegial and Non-Collegial Dispositional Behaviors
Scaglione, Jacquelyn; Johnston, Pattie C.; Bentz, Lauren; Draper, Elsa; Feldman, Hailey; Kehl, Jessica; Tucker, Meagan; Wilcox, Rotunda; Joenson, Trevor; Wilson, Adrienne
Education, v136 n4 p401-404 Sum 2016
Beginning teachers have to figure out how to "fit in" once they "get in" their new work environments. New teachers do know they need to perform all aspects of their formal contracts. New teachers may not know there are also extra-role expectations that exist beyond those in the formal contract. The extra-role behaviors teachers are expected to perform include the ability to demonstrate collegial dispositions. Behaving in a collegial manner is crucial to "fitting in" the school environment. These extra-role collegial dispositions or behaviors are part of the "implied" or "psychological" contracts and may be more difficult to understand because they are not clearly delineated. The purpose of this study was to give beginning teachers a start to "fitting in" by identifying the most and least valued collegial behaviors or dispositions for new teachers to use as a navigational guide. This study surveyed 157 teachers from elementary, middle and high schools and asked them to rate extra-role collegial behaviors. Top rated and lowest rated behaviors are discussed.
Project Innovation, Inc. P.O. Box 8508 Spring Hill Station, Mobile, AL 36689-0508. Tel: 251-343-1878; Fax: 251-343-1878; Web site: http://www.projectinnovation.biz/education.html
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Middle Schools; Secondary Education; Junior High Schools; Higher Education; Postsecondary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A