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ERIC Number: EJ911436
Record Type: Journal
Publication Date: 2010
Pages: 16
Abstractor: As Provided
Reference Count: 38
ISSN: ISSN-1942-3497
Promoting Self-Efficacy in Early Career Teachers: A Principal's Guide for Differentiated Mentoring and Supervision
Elliott, Elizabeth M.; Isaacs, Madelyn L.; Chugani, Carla D.
Florida Journal of Educational Administration & Policy, v4 n1 p131-146 Win 2010
The challenges in meeting the demand for highly qualified teachers are great. This is evident both at the individual school level and in national retention and turnover statistics. The need for individually targeted teacher induction activities based on teacher preparation routes--traditional and alternative certification--are needed to help ameliorate the early career teacher turnover and retention statistics. This study reinterprets data from a previous study of teacher confidence and self-efficacy in terms of mentoring and supervision needs (induction activities). The results suggest that mentoring and supervision activities at the school level can be implemented to improve retention in perception of key competency areas. As frontline supervisors, principals are in a unique position to meet the differential needs of early career teachers. (Contains 1 table.)
University of Florida, Department of Educational Administration and Policy. P.O. Box 117049, Gainesville, FL 32611. Tel: 352-273-4332; Fax: 352-846-2697; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A