Socialization of new teachers: Does induction matter? q Fadia Nasser-Abu Alhija a, * , Barbara Fresko b a Tel Aviv University, Tel Aviv 69978, Israel b Beit Berl College, Israel article info Article history: Received 20 August 2009 Received in revised form 2 June 2010 Accepted 7 June 2010 Keywords: Beginning teachers Teacher socialization Teacher induction abstract The present paper focuses on new teachers’ satisfaction with their first year of teaching from the perspective of socialization. The relationship between satisfaction with socialization and teacher back- ground, school environment, placement, and induction variables was examined. Data were collected from 243 Israeli beginning teachers by means of questionnaire. Results indicated that satisfaction during the induction year was moderately high. Hierarchical regression analysis showed five significant predictor variables: ecological support from mentor, help from the principal, assistance from other colleagues, workload, and having already completed teaching training. Support from mentors and school colleagues had the greatest impact on new teachers’ assimilation. Ó 2010 Elsevier Ltd. All rights reserved. 1. Introduction Teachers’ socialization refers to the process by which the individual becomes a participating member of the community of teachers (Zeichner & Gore, 1989). This process is characterized by the acquisition of knowledge, skills, values, and norms of both the teaching profession and the local school community. In other words, becoming a teacher involves professional development as well as organizational assimilation (Brunton, 2007). Successful socialization results in more competent teachers who are committed to remain- ing on the job (e.g., Hudson & Beutel, 2007; Wong, Britton, & Ganser, 2005). Research findings indicate that many new teachers leave the profession after only a few years, many of them because they failed to become sufficiently assimilated (Dewert, Babinski, & Jones, 2003; Johnson, 2004; Wong, 2004). In order to optimize the socialization process, induction programs have been widely implemented (e.g., Feiman-Nemser, Schwille, Carver, & Yusko, 1999; Ingersoll, 2007; Ingersoll & Smith, 2004; Wong, 2004). These programs vary across countries as well as within countries (Howe, 2006; Moskowitz & Stephens, 1997; Wayne, Young, & Fleischman, 2005; Wong et al., 2005). Variation expresses itself in duration, program components, funding sources, operation, target population, intensity, and comprehensiveness. For example, in Japan, Israel, and many U.S. states and Canadian provinces new teacher induction is one year, obligatory, systematic, and centrally operated, whereas in Hong Kong SAR, existing programs are neither centrally organized nor mandated and in Germany and France new teachers participate in induction programs over a two year period. The differences among programs reflect different cultural, social, geopolitical, and economic contexts. However, all induction programs share a common goal and that is to provide new teachers with a gradual acculturation into the teaching profession (Howe, 2006; Stoel & Thant, 2002). The purpose of the present study is to examine the unique contribution of an induction program to predicting new teachers’ satisfaction with their socialization in the school. 1.1. Factors fostering socialization According to Achinstein, Ogawa, and Spieglman (2004), research has identified three factors that shape the socialization process: teacher background, local context, and state policy environment. Teacher background includes gender, race, and personal histories and can influence teacher socialization by forming teachers’ worldviews, affecting where they chose to work, and influencing their contact with students. Moreover, teachers’ prior experiences in educational frameworks are interrelated with their perceptions of teachers and teaching (e.g., Achinstein et al., 2004; Lortie, 1975). With respect to local context, socialization can be influenced by the professional culture of the school and/or community. New teachers’ professional beliefs, values, and practices can be greatly affected by the instructional and organizational culture of the professional community that they encounter at their workplace. Aspects of local context include school variables and teacher place- ment characteristics. In a recent study of new teachers in Chicago, Wechsler, Caspary, Humphrey and Matsko (2010) have concluded q An earlier version of this paper was presented at the ISATT biannual conference in Rovaniemi, Finland, July 2009. * Corresponding author. Tel.: þ972 36405889; fax: þ972 49998138. E-mail address: fadia@post.tau.ac.il (F. Nasser-Abu Alhija). Contents lists available at ScienceDirect Teaching and Teacher Education journal homepage: www.elsevier.com/locate/tate 0742-051X/$ e see front matter Ó 2010 Elsevier Ltd. All rights reserved. doi:10.1016/j.tate.2010.06.010 Teaching and Teacher Education 26 (2010) 1592e1597