Browsing by Subject "Vastavalmistunut opettaja"

In recent years, newly qualified teachers have found their first years in the profession stressful and the work-related wellbeing of early-career teachers has been the subject of widespread public debate. Previous research has shown that collegial support has been a valid way to increase the wellbeing of newly qualified teachers. The purpose of this study is to examine what kind of experiences newly qualified teachers have concerning the effect of collegial support on their work-related wellbeing. The goal is to discover the possible ways to implement collegial support in the school world. Five newly qualified teachers participated in the study. Four of the examinees worked in the Helsinki metropolitan area and one elsewhere in Finland. A theme interview was used to collect the data. The data were analyzed in the style of theory-driven content analysis. Collegial support played an important role in the newly qualified teachers work-related wellbeing. Collegial support that has an influence on the experiences of work-related wellbeing was obtained either through informal interaction or through the respective school’s operating culture. Collegial support obtained through informal interaction included everyday encounters with friends and easy access to collegial help. Collegial support obtained through a school’s operating culture included a positive and encouraging operating culture, high-quality school management, a culture of appreciation and feedback, mentoring or other organized collegial support, and a communal atmosphere. Increasing mentoring seems to be one strategic way to improve the work-related wellbeing of newly qualified teachers.