BEGINNING TEACHERS’ PUPIL CONTROL IDEOLOGIES: AN EMPIRICAL EXAMINATION OF THE IMPACT OF BELIEFS ABOUT EDUCATION, MENTORSHIP, INDUCTION, AND PRINCIPAL LEADERSHIP STYLE

Abstract

This empirical study examined changes in beginning teachers‟ pupil control ideologies (PCI). Quantitative analyses were conducted with regard to shifts in PCI that may be associated with internal beliefs about education and with external factors such as mentorship, induction programs, and school leadership style. Follow-up interviews facilitated a more thorough understanding of the quantitative data analysis. Results indicate that beliefs about education significantly predict beginning teachers‟ PCI, while other factors appear less important.  Implications for teacher education and teacher professional development are discussed in relation to factors associated with authentic, beliefsbased beginning teacher classroom practices.