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dc.contributor.advisorHalttunen, Leena
dc.contributor.advisorTaajamo, Matti
dc.contributor.authorLee, Yoon Young
dc.date.accessioned2016-11-14T14:38:46Z
dc.date.available2016-11-14T14:38:46Z
dc.date.issued2016
dc.identifier.otheroai:jykdok.linneanet.fi:1642842
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/51874
dc.description.abstractThis study aims to discover the impact of pedagogical leadership on new teachers’ growth. The research is focused on three questions: 1) Are new teachers’ feelings and challenges being understood?; 2) How do new teachers receive support from principals and the school community?; and 3) How does pedagogical leadership impact new teachers’ growth? The research uses the qualitative approach of case studies. Four Finnish schools were selected as participants. The principals of each school and their five new teachers, with less than three years of experience, participated in the interviews. Teachers in Finland have common challenges when they first enter the profession. Finnish school communities exhibit an in-depth understanding of the challenges faced by new teachers; however, not every school has support programmes focused exclusively on new teachers. In Finland, general support for all teachers or informal support is more common. Moreover, the findings showed that pedagogical leadership for new teachers’ growth encompasses multiple dimensions: understanding new teachers, providing systematic support and fostering a supportive school culture. Pedagogical leadership had significant impact on new teachers’ professional growth. It helped them to smoothly adapt to the profession, reduce stress and stimulate their motivation. The principals believed that their priority is to promote learning of students and staff, but regretted having very limited time to support them. The study concludes that various aspects of pedagogical leadership should be developed to support new teachers and to bridge the gap between teacher education and the first experience as a teacher.en
dc.format.extent1 verkkoaineisto (81 sivua)
dc.language.isoeng
dc.rightsJulkaisu on tekijänoikeussäännösten alainen. Teosta voi lukea ja tulostaa henkilökohtaista käyttöä varten. Käyttö kaupallisiin tarkoituksiin on kielletty.fi
dc.rightsThis publication is copyrighted. You may download, display and print it for Your own personal use. Commercial use is prohibited.en
dc.subject.otherpedagogical leadership
dc.subject.othernew teacher
dc.subject.otherprofessional growth
dc.subject.otherteacher induction
dc.subject.otherinservice teacher education
dc.subject.otherbasic education
dc.subject.otherFinnish teacher
dc.titlePedagogical leadership to support new teachers' growth
dc.identifier.urnURN:NBN:fi:jyu-201611144621
dc.type.ontasotPro gradufi
dc.type.ontasotMaster's thesisen
dc.contributor.tiedekuntaKasvatustieteiden tiedekuntafi
dc.contributor.tiedekuntaFaculty of Educationen
dc.contributor.laitosKasvatustieteiden laitosfi
dc.contributor.laitosDepartment of Educationen
dc.contributor.yliopistoUniversity of Jyväskyläen
dc.contributor.yliopistoJyväskylän yliopistofi
dc.contributor.oppiaineMaster's Degree Programme in Educational Leadershipfi
dc.contributor.oppiaineMaster's Degree Programme in Educational Leadershipen
dc.date.updated2016-11-14T14:38:47Z
dc.rights.accesslevelopenAccessfi
dc.contributor.oppiainekoodi105
dc.subject.ysoopettajat
dc.subject.ysoammatillinen kehitys
dc.subject.ysotukeminen
dc.subject.ysopedagoginen johtaminen
dc.subject.ysoopettajankoulutus


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