New Teachers ’Induction in Pre-university education Egypt in Light of The Human Resources Management Approach "Suggested Mechanisms"

Document Type : Original Article

Authors

1 educational Administration and Comparative Education Department- Faculty of education- Beni-suief University

2 Educational administration and comparative education - faculty of education - Ben- suef University

Abstract

The study aimed to present suggested mechanisms for inducting new teachers in light of the human resource management approach. The study used the descriptive approach to present the intellectual foundations of the human resource management approach in terms of concept, objectives, importance, and functions, then presented and analyzed the intellectual foundations of inducting new teachers in terms of concept, objectives, importance, care methods, its stages, and steps. The study presented some applied models of inducting new teachers in Finland, Australia, and the United States of America, and the reality of inducting new teachers in Egypt. The study also identified the opinions of experts on the suggested mechanisms for inducting new teachers in the light of the human resources management approach, through a questionnaire applied to (51) experts from university professors and the Ministry of Education. The study found four mechanisms for mentoring novice teachers: education and preparation, improving and developing skills, improving, and developing practices, and licensing to practice the profession. The experts agreed that these mechanisms should be implemented through four bodies: in the first place is the school, which bears the responsibility for implementing inducting mechanisms, with a rate of (33%), in the second place is the Professional Academy for Teachers, with a rate of (28%), and in the third place Guidance with a rate of (25%), and in the fourth and last place is educational management with a rate of (14%).

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