Understanding and Supporting Rural Saskatchewan Beginning Teachers' Perceptions of Their Psychological Contracts: A Pathway to Flourishing in Schools
Bibliographic record
Abstract
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.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.005 | 0.011 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.009 | 0.004 |
| Scholarly communication | 0.006 | 0.002 |
| Open science | 0.002 | 0.005 |
| Research integrity | 0.001 | 0.003 |
| Insufficient payload (model declined to judge) | 0.004 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".