Journal of Management and Planning In Educational System

Journal of Management and Planning In Educational System

Designing a Model of New Teachers' Needs in Professional Development

Document Type : Scientific - Research

Authors
Zeinab Toulabi 1
Mohammad Reza Paraz 2
Manijeh Hosseini Rad 3
Saman Tarkhan 4
1 Associate Professor, Department of Management, Faculty of Literature and Humanities, Ilam University, Ilam, Iran
2 Ph.D. Candidate in Educational Planning, Faculty of Educational Sciences, Payame Noor University Tehran, Tehran, Iran
3 Assistant Professor, Department of Biology, Farhangian University of Ilam, Ilam, Iran
4 M.A. in Educational Management and Human Resource Development, Faculty of Literature and Humanities, Ilam University, Ilam, Iran
10.48308/mpes.2026.240890.1620
Abstract
Objectives: Entering the teaching profession, particularly during the first years of service, is a critical and challenging stage in the formation of teachers’ professional identity and the development of their professional competencies. During this period, novice teachers encounter a range of individual, social, professional, and organizational challenges that may affect their performance, job satisfaction, adaptation to the school environment, and professional growth and development. Therefore, identifying the challenges and needs of novice teachers and determining the factors influencing their professional development can provide an appropriate basis for designing effective educational and support programs. The main objective of this study was to develop a model for identifying the challenges encountered by novice teachers during their first years of service in relation to their professional growth and development, based on the perspectives of novice teachers in Ilam City, Iran.l
Materials and Methods: This study employed a qualitative research approach using grounded theory. The purpose of applying this methodology was to identify, explain, and organize the factors and conditions influencing the professional growth and development of novice teachers and to develop a conceptual model of their needs during the early years of their teaching careers. The research population consisted of novice elementary school teachers in Ilam City who were familiar with the concept of professional growth and development and had a maximum of two years of teaching experience. Participants were selected through purposive sampling, followed by snowball sampling. Data were collected through semi-structured interviews, and the interviews continued until theoretical saturation was achieved. In total, 17 novice elementary school teachers participated in the study. Data analysis was conducted using the three-stage coding process proposed by Strauss and Corbin (1998), including open coding, axial coding, and selective coding. During the analysis process, concepts and categories related to the challenges, needs, and factors
influencing novice teachers’ professional development were identified, and the relationships among the emerging categories were examined. Finally, a conceptual model of the factors associated with professional growth and development was developed. d
Discussion and Conclusion: The findings indicated that novice teachers’ professional development is influenced by four major categories of factors: individual, social, professional, and organizational factors. Individual factors refer to the characteristics and capabilities that novice teachers need to adapt to their new professional roles and continue their professional growth. Social factors emphasize the importance of communication, interaction, support, and learning from others within the professional environment. At the professional level, acquiring the knowledge, skills, and competencies required for effective teaching is of particular importance. Organizational factors, meanwhile, encompass the conditions, support mechanisms, and opportunities provided by schools and the educational system to facilitate novice teachers’ professional development. t
The findings further demonstrated that these four categories of factors do not operate independently or separately. Rather, they are characterized by reciprocal, interactive, and mutually reinforcing relationships. In other words, the realization and strengthening of each dimension can create favorable conditions for the development of the other dimensions. Accordingly, sustainable professional development among novice teachers requires a comprehensive and multidimensional approach that simultaneously addresses organizational and professional conditions, individual competencies, social relationships and interactions, and opportunities for professional learning. Providing appropriate support during the early years of service, creating opportunities for professional learning and interaction, and strengthening individual and social competencies can facilitate novice teachers’ adaptation to their professional roles and promote their professional growth. The findings of this study may provide useful implications for educational policymakers, school administrators, and educational planners in designing teacher empowerment programs, developing support mechanisms for novice teachers, and formulating policies aimed at promoting their professional development.
Keywords
Educational Needs Assessment
Novice Teachers
Professional Development
Professional Challenges of Novice Teachers
Professional Growth
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