Principals' conceptions of competent beginning teachers

Ballantyne, Roy, Thompson, Robert and Taylor, Peter (1998) Principals' conceptions of competent beginning teachers. Asia - Pacific Journal of Teacher Education, 26 1: 51-64. doi:10.1080/1359866980260105

Author Ballantyne, Roy
Thompson, Robert
Taylor, Peter
Title Principals' conceptions of competent beginning teachers
Journal name Asia - Pacific Journal of Teacher Education   Check publisher's open access policy
ISSN 1359-866X
Publication date 1998
Sub-type Article (original research)
DOI 10.1080/1359866980260105
Open Access Status
Volume 26
Issue 1
Start page 51
End page 64
Total pages 14
Place of publication Melbourne, Australia
Publisher Routledge
Language eng
Abstract The variation in high‐school principals’ conceptions of beginning‐teachers’ competence was investigated. Sixteen high‐school principals from Central and South‐East Queensland were interviewed, and phenomenonographic techniques were used to elicit, from the data, categories of description that depicted the principals’ varying conceptions of beginning‐teacher competence. Five distinct conceptions of beginning‐teacher competence emerged from the data analysis. A competent beginning teacher may be conceived as: (i) having a particular type of personality, (ii) being a subject expert, (iii) being a skilled manager, (iv) having a professional approach, or (v) having control of the class. It is argued that principals with different conceptions of competent teaching behaviour focus their attention on different aspects of teaching performance and so may provide beginning teachers with qualitatively different performance ratings.
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status Non-UQ
Additional Notes First published online 02 June 2006.

Document type: Journal Article
Sub-type: Article (original research)
Collection: UQ Business School Publications
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Created: Thu, 20 Mar 2014, 18:52:16 EST by Alex Hughes on behalf of UQ Business School