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According to The Survival Guide for New Teachers, a publication distributed by the U. S. Department of Education, new teachers who develop a powerful bond with their principals derive benefits that last them well past their first year on the job. In addition to giving teachers formal opportunities to learn and collaborate, principals boost morale simply by taking the time to work alongside new teachers. Additionally, first year teachers say that evaluations go more smoothly when principals visit classrooms beforehand. That way, teachers are more at ease and can concentrate on their work with less nervousness. By the principal being visible in a new teacher’s classroom the students become aware that the principal supports the new teacher. This aids in the discipline process as well.

Traditionally, discussions of teacher induction have not considered the role of the school principal (Zeicimer & Gore, 1990). Researchers and experts typically limit their recommendations for principal support of induction to program advocacy and beginning of the year orientations (Brock & Grady, 2001). But principals at least have the responsibility of evaluating new teachers and fostering workplace conditions that support their development. The research that does exist strongly suggests that principals should have a much larger role in supporting new teachers.