Browsing by Subject "nyutexaminerad klasslärare"

The aim of this study is to explore factors that affect novice teachers' well-being and thereby gain increased understanding for teachers' situation in Finland. The purpose of this study is to examine how novice teachers experience their first year of teaching and well-being, which factors affect novice teachers' well-being, how novice teachers perceive mentoring, what can lead to teacher resignation and how it can be prevented. In this qualitative study I have used phenomenographic analysis. In this analysis the focus is on description and understanding of experiences. The data was collected through semi-structured interviews and there were six respondents in total. The respondents were all novice teachers. Three of the respondents work as primary school teachers and the other three respondents have left the teaching profession. The interviews were arranged in September-November 2014. The findings show that the transition from student teacher to newly qualified teacher is a period filled with confusion, insecurity and excitement. Many of the respondents felt unprepared for the working life. All the respondents highlighted the importance of support during the first year of teaching. All the respondents felt mentally energetic and were emotionally invested in work, even though they all described the first year of teaching as an exhausting and tiring period of their lives. The findings also indicate that there are several factors that affect the well-being of a novice teacher. The respondents felt that it was challenging to find themselves, their working methods and routines. They also noticed having too high demands placed on themselves. The working environment is mentioned as one of the most important factors that influence teachers' well-being. The results also show that there are huge differences in how new teachers are being introduced to the school environment in Finland. All of the respondents felt that they were welcomed to their schools, but only three of the respondents received an own mentor. Respondents explained that they mostly needed help and guidance with different practical things. They also think that a supporting work climate is the most fundamental thing that promotes teachers' well-being. The findings of the study show that there are several factors that influence teacher resignation, for example a desire for greater challenges and more opportunities for career development. The teaching profession can be frantic, stressful and the workload can become overwhelming. Many respondents also think that teachers are underpaid and overworked. Respondents think that more effective mentoring methods could prevent teachers from leaving their profession. It is important to keep on developing new methods that support novice teachers during their first year of teaching.