What We Know About Supporting New Teachers

Creating Supportive School Cultures for Beginning Teachers: Mitigating the Cultural Contextual Factors

This systematic literature review examines factors that affect new teachers as they become employed. It suggests that new teachers experience significant stress as they transition from teacher preparation programs to everyday teaching. The pressures experienced by novice instructors are evidenced by high rates of turnover during the first 5 years of teaching. This initial period entails a steep learning curve as new teachers try to match and adjust what they learned in pre-service training with the unique cultural practices of their new placements. To mitigate the challenges new teachers face, schools have implemented an array of practices subsumed under the heading “teacher induction.” Unfortunately, the literature review finds that the lack of standardization of practices including mentoring to coaching has reduced the overall impact of teacher induction and the ability of schools to effectively align the education philosophy and cultural values of new teachers with the strategies, procedures, needs, and resources of the schools where the new teachers are beginning their careers.

Citation: Kutsyuruba, B, Walker, K. D., and Gooden, L., (2017). Creating supportive school cultures for beginning teachers: Mitigating the cultural contextual factors. International Journal of Educational Organization and Leadership, 24(2), 1–18.

Link: https://ir.library.carleton.ca/pub/26850/