The Impact of Social Support on First Year Teacher Development

2021 ◽  
pp. 149-168
2017 ◽  
Vol 6 (3) ◽  
pp. 265 ◽  
Author(s):  
Samantha L. Dias-Lacy ◽  
Ruth V. Guirguis

The first year of a teacher’s career can determine their longevity within the field of education. The issues of first year teachers were analyzed through a grounded theory qualitative research analysis. The results of this study indicate that a first year teacher may feel stress, lack appropriate support, and may feel unprepared to handle behavioral and academic issues among their students. Based on the literature review, the implementation of mentoring programs between new and experienced teachers not only benefited novice teachers but guided them to cope and face the anxieties during the first year in the classroom. Further implications are presented in the regarding some mentoring programs and the impact for first year teachers when not implemented due to limited funding and/or lack of administrative support.


10.19082/6231 ◽  
2018 ◽  
Vol 10 (1) ◽  
pp. 6231-6239 ◽  
Author(s):  
Khadijeh Hajimiri ◽  
Elham Shakibazadeh ◽  
Ali Asghar Haeri Mehrizi ◽  
Sakineh Shabbidar ◽  
Roya Sadeghi

Author(s):  
Κωνσταντίνος Δημάτης ◽  
Παναγιώτα Βορριά

A secure mother-child attachment early in life promotes healthy socio-emotional development. Security of attachment can be maintained through positive parental care over time. Life stresses can impact on maternal availability and sensitivity and lead to changes in attachment quality towards insecure patterns of attachment. The present study, which is part of a larger research project, aims to explore for the first time in a Greek population of preschool- and school-aged children and their mothers the impact of pediatric illness on stability and change of mother-child attachment representations. Twenty-five children, 9 boys and 16 girls, 4-9 years old with a recent diagnosis of epilepsy, were assessed using the Manchester Child Attachment Story Task (MCAST) at two time points, T1 and T2. Participants’ mothers completed the Social Support Questionnaire (SSQ) at both times (Τ1, Τ2). The results seem to confirm the stability and change of attachment representations during the first year after the diagnosis of epilepsy. The importance of perceived social support by mothers for positive change of mother-child attachment representations is also stressed by the authors.


2014 ◽  
Vol 22 (4) ◽  
pp. 194-201 ◽  
Author(s):  
Freda-Marie Hartung ◽  
Britta Renner

Humans are social animals; consequently, a lack of social ties affects individuals’ health negatively. However, the desire to belong differs between individuals, raising the question of whether individual differences in the need to belong moderate the impact of perceived social isolation on health. In the present study, 77 first-year university students rated their loneliness and health every 6 weeks for 18 weeks. Individual differences in the need to belong were found to moderate the relationship between loneliness and current health state. Specifically, lonely students with a high need to belong reported more days of illness than those with a low need to belong. In contrast, the strength of the need to belong had no effect on students who did not feel lonely. Thus, people who have a strong need to belong appear to suffer from loneliness and become ill more often, whereas people with a weak need to belong appear to stand loneliness better and are comparatively healthy. The study implies that social isolation does not impact all individuals identically; instead, the fit between the social situation and an individual’s need appears to be crucial for an individual’s functioning.


2020 ◽  
Vol 26 (2) ◽  
pp. 200-214
Author(s):  
Ilana Reife ◽  
Sophia Duffy ◽  
Kathryn E. Grant

2011 ◽  
Author(s):  
Daniel A. Dickson ◽  
Colleen S. Conley ◽  
Kunal A. Patel ◽  
Daniel Cunningham

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