چکیده (انگلیسی):

Principals have a clear impact on the transition of teachers into their initial work setting
(Allensworth, Ponisciak, Mazzeo, 2009; S. T. Bickmore & D. L. Bickmore, 2010; Scherff,
2008). School administrators’ influence on teacher induction is both organizational and
relational as they develop structures and practices that support novices. Supporting
effective induction structures (i.e., orientation, mentoring, collaboration), as well as
developing positive working conditions and relationships with novices, leads to teacher
satisfaction and retention, resulting in improved student achievement (Glazerman et al.,
2010; Henry, Bastian, & Fortner, 2011; Smith & Ingersoll, 2004). However, little
empirical evidence exists delineating principals’ role in the induction of other school
personnel, such as school counselors. The purpose of this study was to examine how
principals conceptualized and engaged in the induction of novice school counselors
(NSCs). Specific questions that guided this examination were: (1) How did principals
perceive the support given in NSCs in their transition? (2) How did principals’
understanding of school counseling influence induction supports provided for NSCs?