Some effects of statutory induction on the professional development of newly qualified teachers: a comparative study of pre‐ and post‐induction experiences

Abstract

This article compares the experiences of small groups of newly qualified teachers before and after the introduction of statutory induction in England in 1999. It examines how far some of the beneficial outcomes of a structured induction programme advocated by Glickman and Bay (1990) have been evidenced by the experiences of the post‐induction NQTs, compared with their pre‐induction counterparts. It is argued that there is evidence that structured induction has resulted in increased reflection; improved collegiality, openness and communication; greater teacher autonomy, self‐growth and personal efficacy; but that a climate of ‘accountability’ and ‘raising standards’ has served to add to the workload of NQTs and thus increase, not lessen, anxiety and burnout. It contends that if teacher retention rates are to be improved, there is a need to develop individualised induction support, rooted in professional education, rather than training.