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

Vilhelmiina Harju, Hannele Niemi

Forskningsoutput: TidskriftsbidragArtikelVetenskapligPeer review

Sammanfattning

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.
Originalspråkengelska
TidskriftTeacher Development
Volym24
Utgåva1
Sidor (från-till)52-70
Antal sidor19
ISSN1366-4530
DOI
StatusPublicerad - 1 jan 2020
MoE-publikationstypA1 Tidskriftsartikel-refererad

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  • 516 Pedagogik

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