Experiences of novice teachers in private K-12 schools in Beirut : challenges and opportunities

Abstract

This study examined the process that novice teachers in Lebanese private schools go through as they transition from college into their first teaching job and try to identify the factors that support or hinder that process. This study is grounded in a phenomenological qualitative research tradition which explored the novice teachers’ transition from the perspectives of the new teachers and principals. The study was conducted in 15 private k-12 schools of different size (small, medium, and large) where the participants included 27 novice teachers and nine principals who were randomly selected. To collect data, 45-60 minute interviews were conducted individually with each of the selected principals and teachers. The results showed that the main challenges novice teachers experience are related to their relationship with their students, instruction planning and delivering, as well as their relationship with the superiors, colleagues, and students’ parents. The results also revealed that the novice teachers’ superiors and colleagues constitute the main sources of support for them. Moreover, no induction programs were found; however, some induction practices were sporadically followed in some of the schools under study. To analyze the results, the data collected from the perspectives of teachers was compared with that collected from the perspectives of principals. The results were also compared with the literature and across school size. Recommendations for practice and research were then suggested.