Match Games: Exploring the Match Between Novice Teachers and Induction Coaches

Authors

Andrew Kwok, Texas A&M UniversityFollow
Ambyr Ruth Rios, Texas A&M University
Jeffrey Keese, Mercer University
Mario I. Suárez, Utah State UniversityFollow
Cristina Worley, Texas A&M University
Megan Patterson, Texas A&M University
Douglas Mitchell, University of California, Riverside
Debbee Huston, University of California, Riverside

Document Type

Article

Journal/Book Title/Conference

Teachers and Teaching: Theory and Practice

Volume

27

Issue

1-4

Publisher

Routledge

Publication Date

6-29-2021

First Page

246

Last Page

268

Abstract

This mixed methods study investigates novice teacher and coach survey responses from a two-year induction programme to learn more about what makes a good match. We qualitatively analyse comments from all novice teachers and coaches who were paired across years and find shared themes of structural, professional, and personality similarities as well as the importance of coaching support prominent throughout novice teacher responses. We also use logistic regression to indicate that novice teachers’ ratings of coaching skills and coaches’ beliefs about the induction programme fitting within vertical professional development were positive and significant predictors of perceptions of being well matched. Findings have implications for induction programmes on how to match their coaches with novice teachers to enhance teacher development.

Recommended Citation

Kwok, A., Rios, A., Keese, J., Suárez, M., Worley, C., Patterson, M., & Mitchell, D. (2021). Match games: Exploring the match between novice teachers and induction coaches.Teachers and Teaching, 27(1-4), 246-268. https://doi.org/10.1080/13540602.2021.1939003(Scopus CiteScore: 4.7; SJR: 1.450; SNIP: 2.005)