A case study of the induction experience of new teachers in one Catholic primary school

Many principals, as leaders in Catholic schools today, are concerned with building a strong school culture based on the common belief of Jesus Christ. Induction of new teachers into the school influences this culture as they bring with them a diversity of beliefs, experience, attitude, and professional maturity. The challenge principals, as leaders, face is continually renewing the shared vision of the community, and maintaining a balance between the corporate needs and those of individuals. The literature suggests that in building a strong culture of a school, a principal must engage in leadership which empowers others to see meaning in what they do, and share in the vision of the community. Building a strong school culture with a shared vision, requires a commitment to renewal. Induction, as an interrelated component of staff development, provides an opportunity for renewal of both school and individual goals. The purpose of the study is to investigate the experience of a formal induction program in one Catholic primary school. From this experience, the researcher endeavoured to develop a "rich picture" (Patching, 1990) of induction, which in turn, would inform the formulation of a set of guiding principles for future induction programs. A process of reflective deliberation (Bonser & Grundy, 1988) has enabled a rich picture to be gathered, as practitioners reflected on their recent experience of induction within one Catholic primary school. This methodology of action research, with its "moments" of planning, acting, and reflecting, was most suitable for involving practitioners in bringing about change. The research highlights some key insights into what are considered as important issues to focus on during induction. They are: telling the story of a culture rooted in beliefs and values; creating a relational climate; and professional development which recognises, cultivates, and respects differing values. Recommendations made by participants became guiding principles for the planning of future induction programs in the school, and these strengthened the argument of the need for openness to differences rather than the urge towards sameness (Nicholson, 1991).

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