Novice Teachers’ Challenges and Induction Programs

Abstract

The initial years of teaching are fundamental in a teacher’s professional development. Unfortunately, a considerable body of literature has indicated remarkable findings on the high attrition rates in novice teachers due to the problems they face at the start of their career. Thus, the aim of this case study is to examine the challenges novice teachers encounter at the start of their career in two private schools in Dubai, United Arab Emirates. Furthermore, this study illuminates the induction programs that helped novice teachers to overcome obstacles and maintain their self-efficacy and self-determination. Questionnaires were distributed to 25 novice teachers from various levels in both schools, followed by semi-structured interviews conducted with a school principal from each institution, an in-depth interview with 5 novice teachers from each school, and a focus group interview with 6 teachers from different grade levels and subject expertise in each school. Results indicate that novice teachers perceive their first years of teaching as difficult to handle without support. Following an inductive approach, major themes have aligned with the literature review, mainly instructional, relational, and adaptation challenges. In parallel, significant themes have developed regarding the beginning teacher induction programs, i.e., online support, collegial, and administrative support. To promote novice teachers’ professional growth, participants have suggested significant recommendations to support early career teachers.