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Empowerment through induction: supporting the well-being of beginning teachers

Chris Wilcoxen (College of Education, University of Nebraska at Omaha, Omaha, Nebraska, USA)
Julie Bell (College of Education, University of Nebraska at Omaha, Omaha, Nebraska, USA)
Amanda Steiner (College of Education, University of Nebraska at Omaha, Omaha, Nebraska, USA)

International Journal of Mentoring and Coaching in Education

ISSN: 2046-6854

Article publication date: 28 October 2019

Issue publication date: 19 February 2020

796

Abstract

Purpose

The purpose of this paper is to explore ways teachers undergoing induction via the Career Advancement and Development of Recruits and Experienced (CADRE) Teachers Project felt empowered and supported in their well-being through mentoring and coaching.

Design/methodology/approach

Surveys about CADRE Project impact were e-mailed to 675 current and former participants. Out of 438 surveys returned, researchers used homogeneous sampling to identify 341 teacher respondents. Researchers used qualitative thematic analysis to determine ways teachers felt supported.

Findings

Coaching and mentoring supported CADRE Project participants’ well-being through empowerment (theme). Sub-themes included: growth, collaboration, networking, improvement and resources.

Research limitations/implications

Possibilities for future research include exploring the role of mentors/coaches, tracking teachers’ leadership roles and investigating the link between induction and teacher retention in more detail.

Practical implications

Opportunities for growth and collaboration are cornerstones of first-year teacher support. These support systems can lead to a sense of belonging, develop a mindset for continuous improvement and create long-term networking opportunities. The support teachers need to empower them and maintain their well-being changes with each first-year teacher phase.

Originality/value

Few studies exist on induction programs with the longevity of the CADRE Project. The high survey response rate with overwhelmingly positive responses suggests that CADRE is unique in its support of beginning teachers’ well-being through the first-year teacher phases, specifically due to the combination of mentoring and coaching beginning teachers receive.

Keywords

Citation

Wilcoxen, C., Bell, J. and Steiner, A. (2020), "Empowerment through induction: supporting the well-being of beginning teachers", International Journal of Mentoring and Coaching in Education, Vol. 9 No. 1, pp. 52-70. https://doi.org/10.1108/IJMCE-02-2019-0022

Publisher

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Emerald Publishing Limited

Copyright © 2019, Emerald Publishing Limited

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