The Role of the Administrator in the Hidden Curriculum of Induction and Its Influence on the Retention of Newly-hired Teachers in International Schools in Thailand
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Abstract
The aims of this research are as follows: 1) to study the role of administrators in the hidden curriculum of induction, and 2) to examine how the role of administrators in the HCI affected the retention of newly-hired teachers in international schools in Thailand. The study used an integrated qualitative and quantitative approach which was divided into two phases. In phase one, 15 key informants from seven IB schools through in-depth interviews. In phase two, the sampling group for the quantitative approach consisted of 127 newly-hired teachers. The data were analyzed using percentage, mean, standard deviation, Pearson’s Correlation Coefficient, Multiple Regression Analysis, and Simple Regression Analysis. The results were as follows: 1) the role of the administrator in the HCI was the selection of mentors, administering and developing a clear and explicit induction program, creating school contexts, evaluating induction, creating a working atmosphere and being a role model, and balancing the work and personal lives of newly-hired teachers 2) the relationship between the role of administrators in the HCI and the retention was positive at the medium level and was correlated with a statistical significance of .05; and 3) the highest predictive power was an explicit induction program, followed by the creation of school contexts and creating a working atmosphere and being a role model. 4) the role of administrators in the HCI could predict retention with a statistical significance of .50.
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