In the USA, the attrition rates of teachers in the first 3-5 years of teaching are around 30%, and in Texas, 73% of teachers who did not experience a formal induction programme left the profession within 2 years. These statistics are a cause for concern and suggest that the first few years in teaching are crucial in teachers deciding whether to continue in the profession or not. In recognising the multiple challenges that teachers face in their first year of teaching, this study attempts to analyse the needs of new teachers by addressing the following issues, as identified by the selected cohort of teachers themselves at the outset of their careers: (1) perceived strengths; (2) perceived areas for development and concerns as to how these will be addressed; (3) career aspirations and how these will be pursued; and (4) development of professional relationships with colleagues and pupils. This study further explores the issue of newly qualified teachers' experiences in the light of their needs in these areas during the first half of their induction year and examines these experiences during this period of professional practice. The findings in this paper are reported in line with other studies (Bubb, 2000; Jones et al, 2002; Totterdell et al, 2002; Kyriacou & O'Connor, 2003; Roden, 2003) in that it highlights the necessity of effective induction provision. The findings suggest that becoming a competent teacher entails more than acquiring technical skills.
|Journal||Management in Education|
|Publication status||Published - 1 Jan 2006|
- Logical Thinking
- Professional Development
- Beginning Teacher Induction
- Beginning Teachers
- Teacher Education