Beginning teachers: easing the transition to the classroom

Beginning teachers: easing the transition to the classroom

This article draws administrator’s attention to recent research into the support needs of beginning teachers by two researchers from the University of Southern Queensland, Dr Patrick O’Brien and Dr Richard Goddard. Qualitative and quantitative results of their research into beginning teacher burnout are summarized. Qualitative data relating to the perception of support that beginning teachers received in the first two years is detailed. In two independent projects Goddard and O’Brien found that significant numbers of beginning teachers commencing their careers in Queensland felt they were not adequately supported in their transition from university to the classroom. The research found that there are indicators that the support needs of beginning teachers change over time. Their most recent finding is that in the second year of teaching, support needs of beginning teachers fell into eight categories (listed in order of the beginning teacher’s stated needs) mentoring programs, ability and freedom to network, protection for their own health, a thorough and continuing induction process, well defined and enacted supervision, understanding by those already in the school culture, behaviour management skills, and assistance with resources and planning (pedagogy/curriculum).

Blanket permission for this publisher granted email 7/11/2007. Published in The Australian Council for Educational Leaders Incorporated's 'Australian Educational Leader' Volume 28 Issue 1, 2006.