ERIC Number: ED316555
Record Type: Non-Journal
Publication Date: 1989-Mar
Reference Count: N/A
Beginning Teachers Speak Out: A Study of Professional Concerns in the First Three Years of Teaching.
Boccia, Judith A.
To develop a support program for its recent graduates, the University of Lowell (Massachusetts) surveyed those who had completed the teacher certification program since 1985. Focus was on determining: (1) instructional concerns of beginning teachers; (2) their non-instructional concerns; (3) what help they wanted; (4) nature and extent of orientation given beginning teachers; and (5) support available on the job. An attempt was made to relate the findings to respondents' characteristics. The 197-item survey questionnaire was sent to 71 secondary certification graduates. Completed questionnaires were returned by 32 of the original sample. Most respondents were first- and second-year teachers who taught primarily in Massachusetts and New Hampshire public high schools or junior high/middle schools. The range of professional concerns of these recent graduates was diverse but generally consistent with the findings of other studies, although respondents had many moderate to high classroom concerns. Respondents also were concerned about understanding the contextual norms for their schools and communities. Beginning teachers reported successes in many of the same areas in which they reported concerns, perhaps an indication of commitment to continued professional growth. Respondents were interested in professional assistance targeted toward them. Implications for teacher education are discussed. Four tables containing teacher characteristics and response data are provided. (SLD)
Descriptors: Beginning Teachers, Graduate Surveys, Inservice Teacher Education, Noninstructional Responsibility, Professional Development, Public School Teachers, Questionnaires, Secondary Education, Secondary School Teachers, Social Support Groups, Teacher Attitudes, Teacher Effectiveness, Teacher Improvement, Teacher Orientation
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A