Newly qualified teachers' support needs in developing professional competences: the principal's viewpoint

Vilhelmiina Harju, Hannele Niemi

Research output: Contribution to journalArticleScientificpeer-review


This study investigates principals’ viewpoints on the support needs of newly qualified teachers. As pedagogic leaders, principals play a central role in organizing support activities for new teachers at local level and can offer insights into new teachers’ situation and support needs. On that basis, the authors investigated how Finnish principals (N = 104) prioritized and described the support needs of newly qualified teachers. Data were collected by means of a questionnaire that included both closed and open-ended questions. Quantitative data were analyzed using descriptive statistics and principal component analysis, and responses to open-ended question were analyzed using deductive content analysis. The study revealed that new teachers need particular support in working outside the classroom, cooperating with parents and colleagues and enhancing holistic support for students. The results contribute to knowledge of salient issues in planning and organizing school-based support for new teachers, as well as in initial teacher education.
Original languageEnglish
JournalTeacher Development
Issue number1
Pages (from-to)52-70
Number of pages19
Publication statusPublished - 1 Jan 2020
MoE publication typeA1 Journal article-refereed

Fields of Science

  • Newly qualified teachers
  • principals
  • professional development
  • teacher competences
  • lifelong learning
  • 516 Educational sciences

Cite this