Problems Faced by Beginning Primary Education Teachers


SARI M. H. , ALTUN Y.

HACETTEPE UNIVERSITESI EGITIM FAKULTESI DERGISI-HACETTEPE UNIVERSITY JOURNAL OF EDUCATION, vol.30, no.1, pp.213-226, 2015 (Journal Indexed in SSCI) identifier identifier

  • Publication Type: Article / Article
  • Volume: 30 Issue: 1
  • Publication Date: 2015
  • Title of Journal : HACETTEPE UNIVERSITESI EGITIM FAKULTESI DERGISI-HACETTEPE UNIVERSITY JOURNAL OF EDUCATION
  • Page Numbers: pp.213-226

Abstract

The purpose of this was to evaluate beginning classroom teachers' problems in their first year. The research was carried out with 529 beginning teachers in cities of Istanbul (Bahcelievler, Bagcilar, Gungoren), Sanliurfa, Van and their districts. Ministry of Education stated most primary teachers in these cities in 2010. data gathered through questionnaires was analyzed by percentage, frequency, arithmetical mean calculations. Consequently following results have been obtained from the research: In relationship with school administrators it has been seen that the most significant problem faced by beginning teachers was that school administrators do not adequately support them, in relationship with city and districts administrators, it was observed that the most significant problem faced by beginning teachers was that city and districts administrator do not support teachers' creative opinions and suggestions, in relationship with teachers it was found that the most significant problem faced by beginning teachers was that consultant (mentoring) teachers in schools were not adequately interested in beginning teachers regarding their development of professional qualifications, In relationship with students it was determined that the most significant problem faced by beginning teachers was that beginning teachers do not know how to enhance students' motivation. The problem of beginning primary education teachers was not varied depending on the mission area. While the item "my adviser is interesting with my problem" is perceived by the beginning teachers worked in Sanlrurfa and Van, it is not perceived by the beginning teachers worked in Istanbul.