First-year teachers’ perspectives on the roles school leaders enact

Abstract

This study examined first-year teachers’ (FYTs’) perceptions of the roles their school leaders enacted and the influence these roles had on their experiences. Prior research suggests that school leaders play an important role in managing the school building and setting expectations. While important for the management of the school in general, these roles are particularly important for FYTs as they take on new responsibilities and navigate challenges. This study extends earlier work on the roles school leaders play and the relationships they form with novice teachers. Findings are based on multiple interviews with 64 FYTs from across the United States. Our participants reported both direct and indirect school leader roles. Direct roles included instructional and behavioral support and validator of the FYT's work. Indirect roles included acting as a facilitator of support and culture and expectations advancer. Lastly, we categorize three ways in which school leaders played roles that FYTs found to be unsupportive. We also theorize an additional role of interpreter that school leaders must play when supporting FYTs.