Understanding and Supporting Rural Saskatchewan Beginning Teachers' Perceptions of Their Psychological Contracts: A Pathway to Flourishing in Schools
Notice bibliographique
Résumé
As teachers begin their careers they develop a psychological contract with their organization (Rousseau, 1995); beginning teachers have expectations about what supports will be available and what they will give the organization in return. To ensure that the most effective teachers are working in classrooms it is important to identify and provide the necessary induction supports that beginning teachers need to reach their potential and ensure that they are flourishing in our schools. The purpose of this study was to investigate the relationship among rural Saskatchewan beginning teachers’ perceptions of their psychological contract with their organizations, the induction supports received, and beginning teacher flourishing in schools. The main objective of this research was to answer the following research questions: 1) How do rural beginning teachers describe the actual induction supports they are receiving from their organizations? 2) How do rural beginning teachers perceive and understand the reciprocal elements of the psychological contract with their organizations? 3) How do rural beginning teachers perceive their flourishing in schools? 4) What relationship exists among beginning teachers’ perceptions of their psychological contract, induction support provided and beginning teacher flourishing in schools? A mixed methods approach was used. Quantitative and qualitative data were collected from 110 beginning teachers in 21 rural Saskatchewan schools divisions using the Supporting the Psychological Contract toward Flourishing (SPCF) survey. Rural Saskatchewan beginning teachers acknowledged receiving positive induction support in the areas of: administrative support, procedures and protocols, consultation with experienced teachers, support with collegiality and belonging, resources, and professional development. They required more support with mentorship, levels of extra-curricular involvement, classroom management, and first year meetings. Beginning teachers perceived that they were strongly committed to their organization and that their employer was generally fulfilling their obligations to them as employees. Beginning teachers in elementary schools, and in some cases K-12 schools, felt better support than those in middle/ high schools. Beginning teachers perceived a low degree of flourishing as they began their careers; however, after one year, they experienced growth. Finally, relationships were noted among beginning teachers’ psychological contract and induction, their psychological contract and flourishing, and between induction and flourishing. Implications for theory and practice are presented regarding beginning teacher induction constructs, gender and type of school influences, and the relationship among induction, psychological contract, and flourishing. Future research is required in the areas of beginning teacher induction, psychological contract, flourishing and the relationship among all three concepts.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,005 | 0,011 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,001 |
| Études des sciences et des technologies | 0,009 | 0,004 |
| Communication savante | 0,006 | 0,002 |
| Science ouverte | 0,002 | 0,005 |
| Intégrité de la recherche | 0,001 | 0,003 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,004 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».