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ERIC Number: ED429964
Record Type: Non-Journal
Publication Date: 1999-Apr
Pages: 33
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Reconsidering the Relevance of Veenman's (1984) Meta-Analysis of the Perceived Problems of Beginning Teachers.
Ganser, Tom
This study surveyed three groups of teachers to investigate their perceptions of problems faced by beginning teachers. The study reexamined the usefulness of Veenman's (1984) meta-analysis of the perceived problems of beginning teachers. Participants were Wisconsin beginning teachers, experienced urban teachers, and cooperating teachers. The participants received mailed surveys that investigated the extent to which they believed each of several areas were problems for beginning teachers. Participants also wrote in other comments and provided demographic information. Data analysis indicated that far more experienced cooperating teachers viewed beginning teachers as having more problems than did beginning teachers or teachers near the end of their beginning career stages. Wisconsin teachers and urban teachers ranked lack of spare time, burden of clerical work, and heavy teaching loads as the three greatest problems. All of those problems focused on limited time, whereas the three greatest perceived problems in Veenman's study focused on students (discipline, motivation, and individual differences.) The correlation between respondents' rank order of perceived problems and Veenman's rank order was negligible or negative for Wisconsin teachers and urban teachers, and slightly positive for cooperating teachers. This study indicates that although Veenman's work is important, it is not current and requires careful treatment. Ten tables present relevant data. (Contains 20 references.) (SM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Wisconsin