Heaven or Hell? The Teaching Environment of Beginning Teachers.

Autor/in	Bobbitt, Sharon A.
Institution	National Center for Education Statistics (ED), Washington, DC.
Titel	Heaven or Hell? The Teaching Environment of Beginning Teachers.
Quelle	(1993), (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Beginning Teacher Induction; Beginning Teachers; Classroom Environment; Comparative Analysis; Context Effect; Difficulty Level; Educational Experience; Elementary School Teachers; Elementary Secondary Education; Institutional Characteristics; Private Schools; Public Schools; Secondary School Teachers; Teacher Attitudes; Teacher Characteristics; Teaching Conditions; Schools and Staffing Survey (NCES) + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Klassenklima; Unterrichtsklima; Schwierigkeitsgrad; Bildungserfahrung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Private school; Privatschule; Public school; Öffentliche Schule; Lehrerverhalten; Lehrbedingungen; Unterrichtsbedingungen
Abstract	This study expands on research conducted by Bobbitt and Weaver (1992) that assessed the experience of beginning teachers in the context of the "crucible versus cradle" paradigm. Using nationally representative data on teachers from the National Center for Education Statistics' Schools and Staffing Survey (SASS) of 1990-91, the analysis sought to determine those characteristics of teachers and schools that relate to how new teachers perceive their working conditions. The sample consisted of regular, full-time public school teachers (N=5,275) and regular, full-time private school teachers (N=1,459) who had 3 or fewer years of full-time teaching experience. A scale measuring the combined effects of each teacher's perceptions of their assignment difficulty and the support that the school gives to new teachers was developed from items on the SASS Public School Teachers questionnaire. Findings indicated that beginning teachers in elementary schools are much more likely to feel "nurtured" than their counterparts in secondary schools, regardless of whether they were in public or private schools, and that Black, non-Hispanic public school teachers experienced more positive teaching environments than any other racial/ethnic group. The document concludes with a discussion of implications for further research and four statistical tables. (LL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC