Concerns of Beginning Middle and Secondary School Teachers.

Autor/inn/en	Thomas, Beverly; Kiley, Margaret A.
Titel	Concerns of Beginning Middle and Secondary School Teachers.
Quelle	(1994), (65 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Age Differences; Beginning Teacher Induction; Beginning Teachers; Classroom Techniques; Demography; Dropout Rate; Elementary School Teachers; Extracurricular Activities; High Schools; Intermediate Grades; Junior High Schools; Nontenured Faculty; Secondary School Teachers; Teacher Attitudes; Teacher Burnout; Teaching Conditions; Teaching (Occupation) + Suchen Sie Ihr Suchwort? Age; Difference; Age difference; Altersunterschied; Junior teacher; Junglehrer; Klassenführung; Demografie; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Außerunterrichtliche Aktivität; High school; Oberschule; Mittelstufe; Sekundarstufe I; Lehrerverhalten; Burnout-syndrom; Burnout; Burnout-Syndrom; Lehrbedingungen; Unterrichtsbedingungen; Teaching; Lehrberuf
Abstract	Statistics indicate that 15 percent of beginning teachers leave the profession after the first year of teaching, and more than 50 percent leave within 6 years. This study was conducted to identify the problems and concerns faced by neophyte teachers at the middle and high school levels, and to distinguish between the concerns of first-year, second-year, and experienced but non-tenured teachers, new to the school district under study. The sample--middle and high school teachers in a growing school of Maryland (N=68) completed a questionnaire requesting demographic data, and rankings of both classroom and out-of-class concerns. According to the data analysis: (1) first-year teachers' concerns focused on the classroom, and tended to focus more on dealing with individual student differences, working with special needs students, and classroom management and discipline; (2) the majority of first-year teachers (63 percent) were under 25, while the other groups ranged in age from 26 to 45; and (3) older teachers reported greater concern over outside-the-classroom issues such as extracurricular assignments. Based on the responses, recommendations are offered which address: opportunities for inservice activities, peer mentoring, creation of professional development programs for all teachers, and the availability of support and assistance throughout a teacher's career. The bulk of the paper is an appendix containing statistical tables (numbered 6 through 33) detailing the study's findings. (Contains 15 references.) (LL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC