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Toward an agenda for helping the beginning teacher : perceptions of concerns and best help strategies
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Type
Thesis
Abstract
This study was designed to examine and describe the perceived concerns and problems faced by beginning teachers in Singapore primary and secondary schools. It was also designed to gain insights into the perceived availability and value of the different types of support services provided to beginning teachers during their first year of teaching. The study was undertaken in two phases:
In Phase I, perceptions regarding beginning teacher concerns and problems were investigated from an ipsative perspective through the use of Q-methodology. Within the study, four factors or similar perspectives about beginning teachers' concerns and problems were found: Factor 1 - Doing the Professional Job Well: the Do-er Concerns - expresses the viewpoint that beginning teachers' primary concerns are about being good and effective teachers. Factor II - Work and Role Overload: the Juggler Concerns - focuses on beginning teachers' struggles to cope with the overload of tasks and role responsibilities associated with the job of teaching. Factor III - Recognition and Support: the Seeker Concerns - is based upon the beginning teachers' perceptions of a lack of affirmation, recognition, and support of their abilities. A final perspective, Factor IV - Image, Autonomy and Valuation: the Performer Concerns - expresses the beginning teachers' discomfort with the school ethos, and the pressures placed on them to fulfill high performance requirements for themselves and their students.
In Phase II, a survey instrument, The Beginning Teacher Induction Questionnaire was developed, and used with 207 first-year beginning teachers to gather data regarding perceived 1) personal coping strategies; 2) the nature of help from schools, Teachers' Network and teacher training to cope with beginning teachers' concerns; 3) availability and value of different types of assistance; 4) most helpful support sources; and 5) barriers to effective induction.
The study revealed that beginning teachers relied more on adaptive "individual" (work it out alone) rather than "group" (work it out with others) strategies to cope with their problems. Beginning teachers felt that there was much that the schools and Teachers' Network could have done to alleviate their concerns and these could be synthesised into five categories of support: personnel support; school workload assignment; on-going professional development support; teacher feedback support; and Teachers' Network support.
Other findings indicated that the most highly valued forms of assistance were concessions in workload and the allocation of fewer outside classroom duties, but these were ironically least frequently offered to beginning teachers. Teachers valued support practices that were more interactive, such as peer coaching, observations, mentoring, and these were perceived to be the most useful set of induction practices. Teacher colleagues were perceived to be the most valuable source of support.
The study concluded that mentors were most valued for their help with instructional skills, information on school practices, pupil and classroom management, and lesson planning; that mentors may play multiple roles, such as advice giving, problem solving, empathetic listening, and reflecting; that factors which enhance mentoring relationships included shared time, a supportive school culture, and careful selection of mentors; and that obstacles to effective mentoring included, low commitment level of mentors, personality conflicts, lack of time for positive mentor-mentee interaction, and a lack in skills and understanding of the mentoring process.
The study concluded with suggestions about comprehensive and effective induction of beginning teachers, while also identifying ways in which the schools, Teachers' Network and the sole teacher training institution might provide support in helping beginning teachers feel comfortable, confident, and competent in their new profession.
In Phase I, perceptions regarding beginning teacher concerns and problems were investigated from an ipsative perspective through the use of Q-methodology. Within the study, four factors or similar perspectives about beginning teachers' concerns and problems were found: Factor 1 - Doing the Professional Job Well: the Do-er Concerns - expresses the viewpoint that beginning teachers' primary concerns are about being good and effective teachers. Factor II - Work and Role Overload: the Juggler Concerns - focuses on beginning teachers' struggles to cope with the overload of tasks and role responsibilities associated with the job of teaching. Factor III - Recognition and Support: the Seeker Concerns - is based upon the beginning teachers' perceptions of a lack of affirmation, recognition, and support of their abilities. A final perspective, Factor IV - Image, Autonomy and Valuation: the Performer Concerns - expresses the beginning teachers' discomfort with the school ethos, and the pressures placed on them to fulfill high performance requirements for themselves and their students.
In Phase II, a survey instrument, The Beginning Teacher Induction Questionnaire was developed, and used with 207 first-year beginning teachers to gather data regarding perceived 1) personal coping strategies; 2) the nature of help from schools, Teachers' Network and teacher training to cope with beginning teachers' concerns; 3) availability and value of different types of assistance; 4) most helpful support sources; and 5) barriers to effective induction.
The study revealed that beginning teachers relied more on adaptive "individual" (work it out alone) rather than "group" (work it out with others) strategies to cope with their problems. Beginning teachers felt that there was much that the schools and Teachers' Network could have done to alleviate their concerns and these could be synthesised into five categories of support: personnel support; school workload assignment; on-going professional development support; teacher feedback support; and Teachers' Network support.
Other findings indicated that the most highly valued forms of assistance were concessions in workload and the allocation of fewer outside classroom duties, but these were ironically least frequently offered to beginning teachers. Teachers valued support practices that were more interactive, such as peer coaching, observations, mentoring, and these were perceived to be the most useful set of induction practices. Teacher colleagues were perceived to be the most valuable source of support.
The study concluded that mentors were most valued for their help with instructional skills, information on school practices, pupil and classroom management, and lesson planning; that mentors may play multiple roles, such as advice giving, problem solving, empathetic listening, and reflecting; that factors which enhance mentoring relationships included shared time, a supportive school culture, and careful selection of mentors; and that obstacles to effective mentoring included, low commitment level of mentors, personality conflicts, lack of time for positive mentor-mentee interaction, and a lack in skills and understanding of the mentoring process.
The study concluded with suggestions about comprehensive and effective induction of beginning teachers, while also identifying ways in which the schools, Teachers' Network and the sole teacher training institution might provide support in helping beginning teachers feel comfortable, confident, and competent in their new profession.
Date Issued
2002
Call Number
LB2844.1.N4 Won
Date Submitted
2002