Resumo

ALMEIDA, Marta Mateus; COSTA, Estela; PINHO, Ana Sofia  e  PIPA, Joana. Addressing teacher’s induction: what are the implications for portuguese school principals?. Rev. Port. de Educação [online]. 2018, vol.31, n.2, pp.196-214. ISSN 0871-9187.  https://doi.org/10.21814/rpe.14278.

The article focuses on the role played by the Portuguese school principals in promoting the integration and professional development of beginning teachers in their organisations. Developed within the framework of the European Project The Outstanding New Teacher Programme (ONTP), the article presents the results of a quantitative study, by using a questionnaire technique, applied in electronic format. We tried to understand what needs school principals have in order to welcome and foster the professional growth of teachers at the beginning of their activity. Data was analysed, primarily, through descriptive analyses on each item and the dimensions of analysis of teachers' needs (promotion of professional and organizational development, pedagogical leadership and work organization); secondly, through inferential analyses according to the characteristics of the subjects, seen as capable of explaining some variability in the responses. The results allow us to value observation and reflection among peers as strategies for professional and organizational development. It is evident the need for support to exercise pedagogical leadership by school principals, particularly considering that the higher their level of academic qualification, the stronger those needs are stated.

Palavras-chave : School principals; Pedagogical leadership; Professional development; Beginning teachers.

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