Effects of Induction

The University Centre of Learning & Teaching is performing a four-year research program (2009-2013), researching how to reduce premature resignation as a teacher in secondary education. A grant is provided by the action program Onderwijs Bewijs (Evidence of Education) of the Dutch Ministry of Education, Culture and Science. On behalf of the execution of the research the University Centre cooperates with the VU University of Amsterdam, Leiden University and secondary education partner schools: the Liudger Drachter, Lauwers College and Bogerman.

Focus of this research

The research measures the effects of an intervention during the first years as a teacher. This intervention is called an Induction Arrangement (IA). The intervention consists of the development and introduction of an IA for work circumstances, coaching and professionalization. The Induction Arrangement relates to the work situation in which the teacher operates, as well as to the systematics of the coaching situation , which is aimed at formal, intentional learning. 
The core question which needs to be answered is: does intervention work, and under which circumstances? One of the focus points will be the reduction of resignation of beginning teachers, so-called retention effects.
The point of departure for intervention is already existing literature and research in the shape of good practices.
In a national longitudinal experiment, the effects of induction arrangement are measured. The schools for secondary education are enlisted form the total population of 659. Schools willing to contribute are randomly assigned to a condition. The assumption is that there are in average 4 beginning teachers per school. The control schools are neither visited nor coached. The experiment schools however are, to make sure that intervention does takes place.

Definition of the problem and background of the research: shortage of teachers

Until mid-way the nineties there was an abundance of teachers at the labour market. There even was an unemployment pay problem. Between 1995 and 2001 the employment in education raised with 42.000 people (35.000 full-time jobs). The last years, the demand for teachers surpassed the supply by a percentage of 70 until 80. During the period 2006-2011 the total demand for teachers is estimated at 110.000 and the supply at 64.000*. In secondary education it is expected that during the economic boom around 2011 there will be a shortage of 6%. This concerns 3300 full-time jobs (OCW, Actieplan, 2007). Especially the courses German, Mathematics, Science, Economics, Technics, Chemistry and Dutch fall short. The shortage of teachers in the North and South of the Netherlands is smaller than in the Randstad and the middle of the country. Teacher Education graduates have a smaller chance of finding a job in Groningen or Limburg, than in the Randstad or Almere (OCW, WIO, 2007).

Seen from the perspective of the teacher education, there are four ways to reduce the shortage of teachers: enlarging the intake for the teacher education, diminishing the number of drop-outs, reducing the number of students that do not want to become a teacher and diminishing premature resignation from the teaching profession. A strongly simplified calculation shows that 1000 students start each year with the academic teacher education. 600 students receive their diploma, 400 graduates actually become teachers. After five years only 200-300 still work as a teacher, in comparison to the original 1000 who started.

Contact

For more information, please contact dr. Michelle Helms-Lorenz, or dr. ir. Jaap Buitink.

Dr. Michelle Helms-Lorenz, m.helms-lorenz@rug.nl, (050) 363 7244
Dr. ir. Jaap Buitink, j.buitink@rug.nl, (050) 363 6611

 

* At this moment there are divergent estimates concerning the shortage of teachers. This is partly due to conjunctural developments. Estimates by the Dutch Ministry of Education, Culture and Science (2007) state that during an economic boom about three quarters of the teachers will resign from secondary education in the coming ten years, resulting from the ageing among the teachers. During a recession about two thirds will resign. This is not the place to explain these differences. It is more important to state that there is a prominent shortage.