scholarly journals THE PLIGHT OF FIRST-YEAR TEACHERS IN PUBLIC PRIMARY SCHOOLS

2021 ◽  
Author(s):  
Xiaotian Han ◽  
Keyword(s):  
Teacher Identity ◽  
Primary Schools ◽  
Experienced Teachers ◽  
First Year ◽  
Public School Teachers ◽  
First Year Teachers ◽  
School Teachers ◽  
Qualified Teachers ◽  
Professional Teacher ◽  
Teaching Programs

First-year teachers are teachers who are new to teaching. The number of public school teachers is increasing in many countries and areas. Meanwhile, data also showed that some newly qualified teachers anticipated leaving or already left after the first year teaching. The purpose of the study aims to present a review and synthesize literature regarding the challenges of first-year teachers in public primary schools. Peer-reviewed articles (N=30) are collected from Google Scholar via systematically searching key words “first-year teachers” with one or more of the following terms: challenge, difficulty, attrition, leaving, and public primary schools. The results show first-year teachers meet general challenges listed as below: (a) building a professional teacher identity, (b) applying teaching theories in real class practice, and (c) handling the same heavy teaching loads and responsibilities as experienced teachers. In addition, first-year teachers in Shanghai public primary schools also meet the following challenges: (d) not having enough pre-service teaching programs, (e) facing high competition and a workload, and (f) building positive and stable relationships with parents/administrators. Considering by new qualified teachers’ internal motivation and the external challenge they meet, first-year teachers are overwhelmed in dealing with these imbalances.

A State Department of Education's Stake in the Work of Professional Teacher Placement Agencies

1952 ◽  
Vol 3 (2) ◽  
pp. 120-124 ◽  
Author(s):  
James C. Stone
Keyword(s):  
Teacher Education ◽  
Elementary School Teachers ◽  
Supply And Demand ◽  
State Department ◽  
Department Of Education ◽  
School Teachers ◽  
Qualified Teachers ◽  
Cooperative Program ◽  
Professional Teacher ◽  
Teacher Placement

Qualified teachers, particularly elementary school teachers, are at a premium in every state. In California, the fastest growing state, which obtains one half its annual supply from other states, an effective cooperative program facilitates guidance, certification, and the continuous study of supply and demand, as described here by Mr. Stone, Consultant in Teacher Education, California State Department of Education.

scholarly journals Challenges for New Teachers and Ways of Coping with Them

2017 ◽  
Vol 6 (3) ◽  
pp. 265 ◽  
Author(s):  
Samantha L. Dias-Lacy ◽  
Ruth V. Guirguis
Keyword(s):  
Qualitative Research ◽  
Administrative Support ◽  
Experienced Teachers ◽  
Mentoring Programs ◽  
First Year ◽  
First Year Teachers ◽  
Ways Of Coping ◽  
First Year Teacher ◽  
The Impact ◽  
Research Analysis

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.

scholarly journals An Exploration of an Induction Programme for Newly Qualified Teachers in a Post Primary Irish School

2020 ◽  
Vol 7 (1) ◽  
pp. 19-25
Author(s):  
Michael Nally ◽  
Brian Ladden
Keyword(s):  
Teacher Education ◽  
Teacher Induction ◽  
Primary Schools ◽  
Initial Teacher Education ◽  
First Year ◽  
Peer Observation ◽  
Qualified Teachers ◽  
Whole School ◽  
The Individual ◽  
Newly Qualified Teachers

AbstractThe Irish Teaching Council introduced a new model of school-based and National Induction Programme for Teachers (NIPT) called Droichead (meaning ‘bridge’ in Gaelic) in 2013/14. The Droichead process is an integrated professional induction framework for newly qualified teachers. It was designed to provide whole-school support for teacher induction in both primary and post-primary schools. This study explores the implementation of Droichead in a post-primary school, and to gain insights as to its effectiveness and the potential to bring about improvements.The study found that NQTs are un-prepared to assume full teaching duties after initial teacher education (ITE), and can benefit greatly from having mentors from within the school to guide them through their first year of teaching. The benefits of the process include emotional support for NQTs, practical help in terms of learning new teaching strategies, the promotion of reflective practice and assisting the professional development of teachers. Droichead was found to promote peer observation and can help leaders change the culture of an organisation to better embrace and support peer observation and review. The programme also promoted and developed leadership skills among the mentors, who cited a renewed enthusiasm for teaching from their involvement in Droichead. There were conflicting views on the involvement of the senior leadership team in the programme, and it would seem that the success of their inclusion depends largely on the individual style of leadership. The negative aspects of the Droichead process related to the ‘Cluster meetings’which are compulsory for NQTs and were seen as being too similar to their initial teacher education.

scholarly journals South African teachers’ experiences of continuous professional teacher development: Connections and disconnections

2021 ◽  
Vol 41 (4) ◽  
pp. 1-10
Author(s):  
Lorna Van der Merwe-Muller ◽  
Nazreen Dasoo
Keyword(s):  
Adult Learning ◽  
Primary School ◽  
Teacher Development ◽  
Primary Schools ◽  
School Teachers ◽  
Primary School Teachers ◽  
Adult Learning Principles ◽  
Teachers Experiences ◽  
Professional Teacher ◽  
Learning Principles

In this article we present the findings of an investigation on how primary school teachers at 3 independent primary schools in Johannesburg experienced continuous professional teacher development (CPTD). There is a wealth of literature available on planning, organising and implementing effective CPTD. Such literature also highlights the importance of applying adult learning principles in CPTD contexts in order to promote teachers’ learning and development and in turn contributing to a positive effect on learning in the classroom. Exploring the value and usefulness of adult learning principles in CPTD can enhance primary school teachers’ learning opportunities to update their knowledge and skills. Effective CPTD is important in South Africa as there is an urgent need to improve literacy and numeracy levels across primary education levels. Using qualitative data, we explore teachers’ perspectives on how they learn and develop effectively, and what hinders their own learning and CPTD. Data collection methods included interviews, open-ended questionnaires, observations and document analysis. Fifteen primary school teachers, 3 primary school principals and 4 adult/teacher trainers participated in this investigation. A major finding of this research suggests that adult learning principles such as community of practice (CoP) are often omitted from CPTD practices. Thus, a disparity exists between literature on effective CPTD practice as compared to the everyday CPTD experiences of teachers. With this article we aim to contribute to current literature about teachers’ experiences of CPTD and propose suggestions for planning, organising and implementing CPTD that also incorporates adult learning principles and would be valuable and useful to teachers.

A Statistic’s Five Years: A Story of Teacher Attrition

2017 ◽  
Vol 24 (8) ◽  
pp. 583-591
Author(s):  
Rebecca Raine Raab
Keyword(s):  
Public Schools ◽  
Public School ◽  
Teacher Attrition ◽  
Teacher Educators ◽  
Department Of Education ◽  
First Year ◽  
Public School Teachers ◽  
School Teachers ◽  
K 12

The author is one of the almost 50% of beginning U.S. public school teachers who leave the profession within 5 years (Ingersol, 2003; Scherff, 2008). The first year she left teaching, 2012-2013, she became part of the 7% who exited the profession that year (U.S. Department of Education, 2014). Teacher educators use attrition statistics often without knowing the stories behind the numbers. Rebecca is a statistic, and this is her story in five poems, which span 5 years teaching in public schools. She uses poetry to explore her statistical meaning, following the footsteps of others who use poetry and narrative to explore their own stories (Limes-Taylor, 2014; Pelias, 2011; Spry, 2011). She also writes this for those teachers, like herself, who loved their students, but could no longer remain within the K-12 system.

scholarly journals TEACHER RECRUITMENT IN PUBLIC ELEMENTARY SCHOOLS

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Petra Patria D Paramita
Keyword(s):  
Teacher Recruitment ◽  
Quality Of Education ◽  
Public School Teachers ◽  
School Teachers ◽  
Qualified Teachers ◽  
Creative Commons ◽  
Public Elementary Schools ◽  
Teacher Qualities ◽  
Recruitment System

<p>In order to get qualified teachers and meet the needs of teachers in schools, it is necessary to establish a teacher recruitment system. Teacher recruitment is an important step in teacher management because from this process teachers will be screened and then later placed in school. Qualified teachers from this process will ensure the quality of education in the school. There are two paths of recruitment for public school teachers: through government test (CPNS) and schools internal recruitment. The purpose of this research is to examine whether these two processes produce different teacher qualities and be able to get teacher who can comply with the requirement specified by the law.</p><p> </p><p> </p><center><a href="http://creativecommons.org/licenses/by-sa/4.0/" rel="license"><img src="https://i.creativecommons.org/l/by-sa/4.0/88x31.png" alt="Creative Commons License" /></a><br />This work is licensed under a <a href="http://creativecommons.org/licenses/by-sa/4.0/" rel="license">Creative Commons Attribution-ShareAlike 4.0 International License</a></center><p> </p>

Greener than ever? A look at the newest teachers in our public schools

2021 ◽  
Vol 103 (3) ◽  
pp. 8-12
Author(s):  
Christopher Redding ◽  
Tuan D. Nguyen
Keyword(s):  
Public Schools ◽  
Teacher Attrition ◽  
Students Of Color ◽  
Subject Area ◽  
Experienced Teachers ◽  
First Year ◽  
First Year Teachers ◽  
Education Levels ◽  
Nationally Representative ◽  
Racial Ethnic

Drawing on nationally representative data from the 1988 to 2018 school years, the authors provide an overview of some of the key changes in the characteristics of first-year teachers in the U.S., including racial/ethnic identity, education levels, subject area, and certification status. The data also show that new teachers have become increasingly more likely, compared to experienced teachers, to work in schools with a greater fraction of students of color, which has consequences for equitable teacher assignments and teacher attrition.

scholarly journals A Study of Professional Attitude in Upper Primary School Teachers

2017 ◽  
Vol 5 (1) ◽  
Author(s):  
Hasrat Jahan
Keyword(s):  
Primary Schools ◽  
Personal Characteristics ◽  
Teaching Profession ◽  
Experienced Teachers ◽  
School Teachers ◽  
Primary School Teachers ◽  
Primary Level ◽  
Professional Attitude ◽  
Female Teachers ◽  
Attitude Inventory

Teachers are the key persons who provide education to the students, but the success of an education system depends on a teacher’s professional qualifications, personal characteristics and attitude regarding the profession. The present study was conducted to examine the professional attitude of teachers at upper primary level of education. The study sample comprised of 200 teachers taken from Government Upper Primary Schools of Bhopal division. Teacher Attitude Inventory (TAI) having six subscales was administered to collect the data from sample teachers. Certain statistical techniques like percentage and t-test were used to analyze the data. The results showed that majority of the teachers were having moderate level of favourable attitude towards teaching profession and its allied aspects. Findings also showed that the female teachers and the more experienced teachers had more favourable professional attitude than the male teachers and less experienced teachers.

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