Functional Approach to Identification of New Teacher Needs in an Induction Context

Difficulties Experienced by the Arab Teacher during His First Year of Teaching as a Result of Personal and Organizational Variables

“…Other studies indicate the school's organizational framework that occasionally prevents the beginning teacher from trying out an innovative way of teaching and compels him to teach according to the school's accepted teaching schemas (Ensor, 2001;Friedman, 2002;Puk & Haines, 1999). 7) Problems that arise as a result of difficulties in locating sources of knowledge, curricula, teacher's guides, and study material (ranked seventh on the scale of difficulties) have also been discussed in the literature (Covert, Williams, & Kennedy, 1991;Odell, Loughlin, & Ferrero, 1987;Putz, 1992;Veenman, 1984). 8) Ranked eighth on the scale of difficulties is the conflict with the school's organizational climate and with its prevailing culture.…”

“…Several studies have discussed the difficulties involved in teaching skills (Sagee & Regev, 2002;Vonk, 1995). Problems concerning lesson planning and implementation, lesson procedure, description and achievement of the goals according to the plan, and organization of the relevant materials have been investigated by many researchers (Covert, Williams, & Kennedy, 1991;Odell, Loughlin, & Ferrero, 1987;Sagee & Regev, 2002).…”

“…8) Ranked eighth on the scale of difficulties is the conflict with the school's organizational climate and with its prevailing culture. Many studies report the difficulties experienced by teachers in this domain, which includes adapting to the school, its atmosphere, its rules (both apparent and covert), and the customs and physical and organizational conditions that exist therein (Chubbuck, Clift, Allard, & Quinlan, 2001;Ensor, 2001;Kelchtermans & Ballet (2002) ;Odell, Loughlin, & Ferrero, 1987;Veenman, 1984).…”

“…These all constitute some of the psychological problems with which the beginning teacher has to cope (Gold, 1996;Odell, Loughlin, & Ferrero, 1987).…”

“…Sagee and Regev's (2002) study points out the feeling of the beginning teacher's overload, which includes bureaucratic difficulties such as extensive paperwork or the organization of various activities such as ceremonies and parents' meetings. Researchers have dealt with the difficulties that arise from the conflict between the various roles of the beginning teachers, who are at the beginning of their professional and personal paths (Gold, 1996;Odell, Loughlin, & Ferrero, 1987;Ryan, 1986), and with their struggle against the shortage of time for preparing lessons and checking the students' products (Berg, Diane, Nagel, & Malian, 1989;Cooledge, 1992;Putz, 1992;Veenman, 1984). The issue of maximizing the strength required by teaching and accepting responsibility for one or more classes, with everything that implies, has also arisen in the literature (Kelchtermans & Ballet, 2002).…”