A qualitative study of novice teachers

Abstract

The present research attempts to define the challenges brand-new teachers face throughout their first academic year. According to the results of the study, new teachers face a number of challenges during their first year of employment, including issues with lesson planning and implementation, classroom management, relationships with society and adapting to the physical environment, relationships with coworkers, administrators, parents, and mentor teachers, as well as the school's lack of physical infrastructure.

A novice teacher is only beginning to use the instructional strategies they have learned and form their own unique viewpoint. A more seasoned teacher need to be able to control the classroom and employ a variety of teaching methods. The novice must understand the rules, procedures, and culture of the school while becoming familiar with the curriculum, exams, and institution. Students with different academic levels, the pace of education, the workload, and parent-student communication are some other difficulties in the classroom setting. Beginning teachers need time, encouragement, and guidance in order to develop their skills. Giving new teachers the right assistance and guidance throughout their formative years is essential for their personal growth as well as the development of teaching as a profession.