| dc.description.abstract | This research examines the onboarding process of teachers at Pacific Ridge School, an independent 7-12 school. Using a mixed-methods approach, the paper attempts to answer questions about the extent to which new teachers had adjusted to their new environment according to the factors of role clarity, self-efficacy, acceptance by social insiders and organizational knowledge; as well as the individual and organizational efforts that resulted in successful onboarding. Quantitative and qualitative data supported findings in the areas of resilience, belonging, norm-referencing, and structure. Specifically, this study finds that ambiguity necessitates resilience in new teachers; new teachers who are recognized for their strengths and have the opportunity to work closely on a novel project with tenured PRS faculty feel a greater sense of belonging; an orientation structure benefits from choice, clear learning objectives and time for reflection; and finally that new teachers need opportunities to norm-reference their experiences and understanding with both fellow new hires and tenured faculty. | |
