How Day School Teachers Perceive Their Working Conditions: A National Study

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dc.contributor.author Tamir, Eran
dc.contributor.author Pearlmutter, Nili
dc.contributor.author Feiman-Nemser, Sharon
dc.date.accessioned 2020-05-26T16:53:58Z
dc.date.available 2020-05-26T16:53:58Z
dc.date.issued 2017-05-01
dc.identifier.citation Eran Tamir, Nili Pearlmutter & Sharon Feiman-Nemser (2017) How Day School Teachers Perceive Their Working Conditions: A National Study, Journal of Jewish Education, 83:2, 92-108.
dc.identifier.issn 1524-4113 (Print) 1554-611X (Online)
dc.identifier.uri https://hdl.handle.net/10192/37565
dc.description.abstract Induction and mentoring are widely considered in the United States and in the Organization for Economic Co-operation and Development (OECD) countries as a basic universal and critical intervention for a successful launch of new teachers. Based on an expanded set of survey data, this article focuses on how Jewish day schools offer professional support and learning opportunities from the head of school, the administration, colleagues, parents, and the school community and how useful teachers perceive these resources to be. This study reveals that less than half of all teachers in the schools surveyed report participating in formal induction programs and believe their schools take the learning needs of new teachers seriously. Schools would do well to attend to this aspect of teacher support and consider the systems and structures that do (or do not) exist to help orient, support, and develop new teachers.
dc.language.iso en
dc.publisher Journal of Jewish Education
dc.relation.ispartofseries Vol. 83;No. 2
dc.rights © 2017 Network for Research in Jewish Education
dc.subject jewish day schools
dc.subject jewish education
dc.subject working conditions
dc.subject professional development
dc.title How Day School Teachers Perceive Their Working Conditions: A National Study
dc.type Article
dc.identifier.doi 10.1080/15244113.2017.1307054


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