Examining the Perceptions and Experiences of Novice Teachers from the Process of Formal and Informal Identification

Document Type : Scientific - Research

Authors

1 Associate professor, Department of Educational Administration, Ilam University, Ilam. Iran.

2 Associate professor, Human Resource Management, Department of Management, Ilam University, Ilam. Iran

3 M.Sc. in Human Resource Management, Department of Management, Ilam University, Ilam. Iran.

Abstract

Objective: The success of the education system in educating students is significantly influenced by the access of teachers and their participation in quality professional development activities. Among the programs for empowerment and professional development of teachers are holding educational programs to serve or introduce teachers. The teacher is considered the most important person in the curriculum implementation process. Thus it is vital to educate and develop his or her effective careers, which are the starting point for any change. An effective teacher relies on the knowledge and skills required for the teaching profession, and having professional competencies always seek to provide opportunities for learning among students. The main aim of the present paper is to examine the understanding and experience of the lives of novice teachers in the process of introduction to recruitment.
Materials and Methods: The research method is applied in terms of its purpose and in terms of the nature of a qualitative research based on the phenomenological approach. All teachers and technical and vocational trainers hired in Ilam province from 2016 to 2019 were selected as population. The sampling method was snowball method In which 12 semi-structured interviews were conducted until the data saturation stage was reached.
The data collection tool was a semi-structured interview in which the output of the interview was coded with the content analysis method, and its output consisted of 6 main categories, 22 sub-categories and 89 concept codes. The validity of the extracted codes was used from the contributors and human resources experts, and in order to ensure the reliability of the research data, the method of repeated study, continuous comparison of data, summarization, and classification of information were used. To analyze the data, a coding procedure based on thematic analysis was used.
Results and Discussion: The results showed that newly hired teachers from the process of introducing the service to the pleasant experiences, unfavorable experiences and legal knowledge and knowledge in the first days of employment as experience. Teachers' expectations of the recruitment justification program include the two axes of needs assessment and job orientation and job orientation, which is the most important issue in terms of needs assessment from the perspective of newly hired teachers and educators. Topics include intra-organizational processes, role-playing training, and organizational learning, including the educational needs of teachers at the beginning of employment. Teachers consider the most important concerns at the beginning of the service, including the two topics of emotional support and justification, and consider factors such as psychological and physical stress, inappropriate organization and poor management as problems and problems from the beginning of employment from the teachers' point of view. As a result, it can be acknowledged that the education system, at the beginning of the new arrival of teachers in the education organization, to hold service courses to prevent complaints caused by the organization's lack of planning and a new perspective. Make employees more pleasant than the organization. Before deciding to hire new teacher, the education organization should consider the required staff and pre-service programs, such as general and specialized training courses, theory and practice for each department.

Keywords


Abui Ardakan, M., Labafi, S., Azarpour, S., Jalalpour, M. (2015). Identifying Vital Factors of Strategic Thinking Success in Isfahan Cultural Organizations Managers' Viewpoint. Journal of Executive Management, 6 (11), 14-34 (Persian).
Alsubaie, M., A. (2016). Curriculum Development: Teacher Involvement in Curriculum Development. Journal of Education and Practice, 7(9), 105-107. (Persian)
Amara, M., Shah Mohammadi, M. (2011). Evaluation of The Effectiveness of Staff Training System, Karaj Municipality with Empowerment Approach. Journal of Urban Management. 26, 93-106. (Persian)
Arash, M., Ahmadi-Asl, F., Abbasi, J., Alipoor, D. (2013). The Relationship between Organizational Socialization and Role Outputs of Novice Teachers. Journal of Modern Thoughts in Education, 8 (2), 6-14. (Persian)
Asadi, A., Taheri, M., Salari, A. (2016). The Survey of Educational Needs to Empower Faculties in GUMS. Journal of Research in Medical Science Education, 2 (8), 37-48. (Persian)
Barkauskaitė, M., Meškauskienė, A. (2017). Problems and Support Needs of Beginning Teachers during the First Years in the Profession. European Journal of Social Sciences Education and Research, 10 (1), 89-95.
Behrangi, M., R., Ahmadi-Asl, f. (2014). Extending the effects of Management Education Model of academic subjects with coordinated inclusion of class social ability, self –regulation, and self- efficacy of novice teachers. Journal of Managing Education in Organization, 2 (2), 35-69. (Persian)
Clarke, A., Trigg’s, V., Nielsen, W. (2014). Cooperating teacher participation in teacher education: a review of the literature. Review of Educational Research, 84 (2), 163-202.
Digwamaje, O.B. & Assan, T.B. (2012). Nature and Characteristics of the Induction Program for Primary School Principals in the North West Province, South Africa. Anthropologist, 14(4), 269-277.
Enayati, T., Rayatnezhad, SH. (2016). The Studying influence of education method on employees learning of Mazandaran province customs. Journal of Process Engineering, 3 (6). 25-38.
Ghanbari, S., Mohammadi, B. (2016). Professional Development Model of High School Administrators: A qualitative research. Journal of School Administration, 4 (2), 123-143. (Persian)
Ghanizade G, M., Jafari, P., Ghorchian, N. (2017). The Impact of improving professional competencies on teachers’ developing at high school (second period) in Tehran. Journal of Managing Education in Organizations, 6 (1), 51-72. (Persian)
Gheisarie Najafabadi, F., Elahidoost, S., Rabbani Khorasghani, A. (2014). A Phenomenological Study of Lived Experiences of Female Managers in Isfahan City. Journal of Applied Sociology, 24 (4). 19-41. (Persian)
Hosseini, S., H., Izadi, Z. (2016). The Phenomenology of lived Experiences of Women Over 35 Years of Age Who Have Never Married in Tehran. Quarterly Journal of Women’s Studies Sociological and Psychological, 14 (1), 41-72. (Persian)
Ibrahim Koushk Mahdi, S., Fazel, R., Ahanchian, M., R. (2016). Phenomenology of Organizational Education: The Living Experience of Ferdowsi University Students in Mashhad. Quarterly Journal of Training & Development of Human Resources, 3 (9), 47-66. (Persian)
Ismail, W.K.W., Omar, R, & Bidmeshgipour, M. (2010). The Relation of Strategic Human Resource Practices with Firm Performance: Considering the Mediating Role of Resource Based View, Journal of Asia Pacific Studies, 1(3), 395-420.
Jafari, H., Abolghasemi, M., Ghahramani, M., Khorasani, A. (2017). Organizational and Contextual Factors of Professional Development of Elementary Teachers in Special Schools. Journal of School Administration, 5 (1), 73-92. (Persian)
Kalantari kh, E., Farokhi, m., h. (2016). A Study of reflective teacher professional development and an explanation of lesson study and learning activity. Journal of reflective teacher education (JRTE), 3 (2), 73-96. (Persian)
Kane, R., G., Francis, A. (2013).  Preparing teachers for professional learning: is there a future for teacher education in new teacher induction. Teacher Development: An international journal of teachers' professional development, 17 (3), 362-379.
Koca, A. (2016).  Problems of Novice Teachers: Challenges vs. Support: Journal of Education in Black Sea Region, 1(2), 92-101.
Lolaty, H., A., Ashktorab, T., Bagheri Nesami, M., Bagherzadeh Ladari, R. (2011). Experience of Professional Communication among Nurses Working in Educational Hospitals: A Phenomenological Study. Journal of Mazandaran University of Medical Sciences, 21 (85), 108-125.
Machete, N., Fiebranz, A., Moller, K., Steffen sky, M. (2017). Teachers' professional vision, pedagogical content knowledge and beliefs: On its relation and differences between pre-service and in-service teachers. Teaching and Teacher Education, 66, 158-170.
Mena, J., Hennessey, P., Loughran, Jo. (2017). Developing pre-service teachers' professional knowledge of teaching: The influence of mentoring: Teaching and Teacher Education. 66, 47-59.
Meristo, M., Schmidt, E. (2014). Novice teachers’ perceptions of school climate and self-efficacy. International Journal of Educational Research, 67 (1), 1-10.   
Mohammadi, M., Marzoogh, R., Torkzadeh, J., Bakhtiari, A., Fallahi, A. (2017). Re-Contextualization Teachers' professional development framework based on lessons study - a case study. Journal of Teaching in Research, 4 (3), 100-127. (Persian)
Namdaripejman, M., Ghorbanian, P., Ghanbari, S., Basiri, I. (2017). Effectiveness of Lesson Study on Teachers Professional Skills in Hamadan Province Exceptional Education. Journal of New Educational Approaches Faculty of Educational Sciences and Psychology University of Isfahan, 12 (1). 46-74. (Persian)
Niculescua, M., Percec, D. (2015). Intercultural Education in the Pre-service and In-service Teacher Training and Development. Procedia - Social and Behavioral Sciences 180, 892 – 898.
Nielsen, D. C., Barry, A. L., Addison, A. B. (2015). A Model of a New-Teacher Induction Program and Teacher Perceptions of Beneficial Components. Action in Teacher Education, 28 (4), 14-28.
Ninlawan, G. (2017), Factors Which Affect Teachers’ Professional Development in Teaching Innovation and Educational Technology in the 21st. Procedia - Social and Behavioral Sciences. 7th World Conference on Educational Sciences, (197): 1732- 1735.
Razi, J., Emam Jomea, M., R., Ahmadi, G., A. (2017). The Extracting the Dimensions of Effective Teachers with Regard to Provide a Conceptual Framework of Education and Teacher Training. Journal of Research in Teacher Education, 1 (1), 13-46. (Persian)
Sabbaghian, Z., Araste, Z. (2012). An investigation of the effectiveness of employee training on the human resource empowerment in Keshavarzi Bank at West Region in Tehran city. Biennial Journal of Management and Planning in Educational Systems, 5 (8), 78-94. (Persian)
Safae Movahed, S., Javanroudi, B. (2017). How Job Burnout Develops among Female Teachers of Marivan City. Journal of Management and Planning in Educational Systems, 9 (17), 69-84. (Persian)
Shabak, M. (2012). The Effective Elements on the Quality Improvement of long Term (persue studies) in- service courses for Primary Teachers. Biennial Journal of Management and Planning in Educational Systems, 5(9), 111-142. (Persian)
Shirbagi, N., Ghaderzadeh, O., Tamasoki, M. (2015). Experience and Understanding of University of Kurdistan’s Faculty Members from Their Induction Training Process and First Days of Work. Journal of Research in Human Resources Management Imam Hussein University, 7 (2), 179-207. (Persian)
Tāheri, M., Arefi, M., Pardākhtchi, M., H., Ghahramāni, M. (2013). Exploring the process of professional development of teachers in teacher training centers: A grounded theory. Quarterly Journal of Educational Innovations, 45 (12), 150-176. (Persian)
 Vásqueza, N., Contreras, I., Solís, M., C., Nuñez, C., Rittershaussen, S. (2017). An analysis of teaching practices among newly qualified teachers working in diverse classrooms. Journal of Procedia - Social and Behavioral Sciences, 237 (1), 626-632.   
Zand, A., Arfaie, M., Farajolah Hosseini, S., J. (2011). Investigating the Factors Affecting the Professional Development of Islamic Azad University of Islamshahr. Quarterly Journal of Educational Leadership & Administration, 5 (2), 53-72. (Persian)
Maurer, M. M., & Curtner-Smith, M. D. (2019). The occupational socialization of two experienced and expert adventure educators. Journal of Outdoor and Environmental Education22(1), 57-73.