An in-depth examination of how novice teacher's perceptions of workload manageability are affected by school social resources

Malcolm Homavazir; G. N. Ramakrishna; Archana Pandey; Garima Chauhan

doi:10.31893/multiscience.2024ss0520

Keywords:

workload

novice

stress

institutional environment

mentors

Abstract

New special education teachers often express being overburdened by their duties, and these impressions are predictive of worrying consequences, including stress and intentions to leave their jobs. The degree of stress among exceptional education instructors is significantly correlated with workload parameters. The amount of work that novices must do at school will eventually impact the effectiveness of their instruction and their sense of fulfillment with their work. The research seeks to add to the growth of proven strategies to encourage well-being for educators, improve the standard of instruction, and guarantee the sustained achievement of rookie educators in the challenging area of schooling by studying the effect of social support networks on managing their workloads. Examining rookie Special education teachers and general education teachers' views of handling workloads are influenced by the institution's social infrastructure. Obtained educational contacts with coworkers and school environments of collaborative accountability among learners with impairments, but not teaching relationships with guides, were predictive of rookie Special academic teacher views of workload management. The study project attempts to explore the nuanced connection between rookie educators' views of manageable burdens and social assets at the school.
References
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9. Heiden, M., Bernild, C., Berg, S. K., Dagyaran, I., Missel, M., Christensen, S. W., Risom, S. S., & Højskov, I. E. (2023). From expert to novice and back: A qualitative study of interprofessional collaboration and the experiences of frontline healthcare professionals during the first wave of COVID-19. BMC Medical Education, 23(1), 299. https://doi.org/10.1186/s12909-023-04262-9
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19. Räsänen, K., Pietarinen, J., Pyhältö, K., Soini, T., & Väisänen, P. (2020). Why leave the teaching profession? A longitudinal approach to the prevalence and persistence of teacher turnover intentions. Social Psychology of Education, 23, 837-859. https://doi.org/10.1007/s11218-020-09567-x
20. Richard, O. C., Avery, D. R., Luksyte, A., Boncoeur, O. D., & Spitzmueller, C. (2019). Improving organizational newcomers’ creative job performance through creative process engagement: The moderating role of a synergy diversity climate. Personnel Psychology, 72(3), 421-444. https://doi.org/10.1111/peps.12316
21. Seidel, T., Schnitzler, K., Kosel, C., Stürmer, K., & Holzberger, D. (2021). Student characteristics in teachers' eyes: Differences between novice and expert teachers in judgment accuracy, observed behavioral cues, and gaze. Educational Psychology Review, 33, 69-89. https://doi.org/10.1007/s10648-020-09532-2
22. Wolff, C. E., Jarodzka, H., & Boshuizen, H. P. (2021). Classroom management scripts: A theoretical model contrasting expert and novice teachers’ knowledge and awareness of classroom events. Educational Psychology Review, 33, 131-148. https://doi.org/10.1007/s10648-020-09542-0
23. Yusof, J. (2021). Elements of work environment in the construct of special education teacher workload in Malaysia. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 12(11), 5284-5288. https://doi.org/10.17762/turcomat.v12i11.6750

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

How to cite

Homavazir, M., Ramakrishna, G. N., Pandey, A., & Chauhan, G. (2024). An in-depth examination of how novice teacher’s perceptions of workload manageability are affected by school social resources. Multidisciplinary Science Journal, 6, 2024ss0520. https://doi.org/10.31893/multiscience.2024ss0520

[1] Aldosiry, N. (2022). The influence of support from administrators and other work conditions on special education teachers. International Journal of Disability, Development, and Education, 69(6), 1873-1887. https://doi.org/10.1080/1034912X.2020.1837353

[2] Bettini, E., Cumming, M. M., O’Brien, K. M., Brunsting, N. C., Ragunathan, M., Sutton, R., & Chopra, A. (2020). Predicting special educators’ intent to continue teaching students with emotional or behavioral disorders in self-contained settings. Exceptional Children, 86(2), 209-228. https://doi.org/10.1177/0014402919873556

[3] Cornelius, K. E., Rosenberg, M. S., & Sandmel, K. N. (2020). Examining the impact of professional development and coaching on mentoring of novice special educators. Action in Teacher Education, 42(3), 253-270. https://doi.org/10.1080/01626620.2019.1638847

[4] East, M. (2021). What does beginning teachers make of task-based language teaching? A comparative re-production of East (2014). Language Teaching, 54(4), 552-566. https://doi.org/10.1017/S026144481900048X

[5] Entesari, E., Yousefi, M. H., & Eslami, H. (2020). A mixed-method study of Iranian EFL teachers’ achieving resiliency: Implications for teacher development. Asian-Pacific Journal of Second and Foreign Language Education, 5(1), 15. https://doi.org/10.1186/s40862-020-00096-w

[6] Fan, L., Ma, F., Liu, Y. M., Liu, T., Guo, L., & Wang, L. N. (2021). Risk factors and resilience strategies: Voices from Chinese novice foreign language teachers. In Frontiers in Education (Vol. 5, p. 565722). Frontiers Media SA. https://doi.org/10.3389/feduc.2020.565722

[7] Forster, D., & Maxwell, B. (2023). Using codes of professional ethics and conduct in teacher education: Pitfalls and best practice. In Ethics and Integrity in Teacher Education (pp. 25-42). Cham: Springer International Publishing. https://doi.org/10.1007/978-3-031-16922-9_3

[8] Hằng, N. V. T., Hằng, N. T., & Liên, N. T. (2022). Classroom management competence of novice teachers in Vietnam. Cogent Education, 9(1), 2124042. https://doi.org/10.1080/2331186X.2022.2124042

[9] Heiden, M., Bernild, C., Berg, S. K., Dagyaran, I., Missel, M., Christensen, S. W., Risom, S. S., & Højskov, I. E. (2023). From expert to novice and back: A qualitative study of interprofessional collaboration and the experiences of frontline healthcare professionals during the first wave of COVID-19. BMC Medical Education, 23(1), 299. https://doi.org/10.1186/s12909-023-04262-9

[10] Hilliger, I., Astudillo, G., & Baier, J. (2023). Lacking time: A case study of student and faculty perceptions of academic workload in the COVID‐19 pandemic. Journal of Engineering Education. https://doi.org/10.1002/jee.20525

[11] Jabeen, Z., & Karim, N. (2021). Perceptions of experienced and novice teachers about the importance of lesson planning for effective learning in private elementary schools of Gilgit City. Pakistan Journal of Social Research, 3(3), 446-457. https://doi.org/10.52567/pjsr.v3i3.268

[12] Koch, K. A. (2020). "The voice of the parent cannot be undervalued": Pre-service teachers' observations after listening to the experiences of parents of students with disabilities. Societies, 10(3), 50. https://doi.org/10.3390/soc10030050

[13] Korber, M., & Oesch, D. (2019). Vocational versus general education: Employment and earnings over the life course in Switzerland. Advances in Life Course Research, 40, 1-13. https://doi.org/10.1016/j.alcr.2019.03.003

[14] Ling, Y. C., Tahir, L. M., Ali, M. F., Ahmad, R., Anis, S. N. M., & Hassan, R. (2022). Administrative stressors and psychological and physiological symptoms among novice primary school principals. International Journal of Evaluation and Research in Education, 11(4), 2017-2028. https://doi.org/10.52567/pjsr.v3i3.268

[15] Lomi, A. N. K., & Mbato, C. L. (2020). Struggles and strategies in constructing professional identity: The first-year teaching experiences of Indonesian EFL novice teachers. Journal of English Education and Teaching, 4(1), 1-19. https://doi.org/10.0000-0002-4573-4409

[16] Mohammad, A., & Borkoski, C. (2024). Organizational conditions and teacher turnover in private schools of United Arab Emirates. Social Sciences & Humanities Open, 9, 100801. https://doi.org/10.1016/j.ssaho.2023.100801

[17] Nordin, M. N. B., Mustafa, M. Z. B., & Razzaq, A. R. B. A. (2020). Relationship between headmasters' leadership, task load on special education integration programme teachers' job satisfaction. Universal Journal of Educational Research, 8(8), 3398-3405. https://doi.org/10.13189/ujer.2020.080813

[18] Perry, A. L., Dean, S. R., & Hilton, A. A. (2019). New faculty transitions and obstacles: An auto-ethnographic exploration. Journal of the Professoriate, 10(1).

[19] Räsänen, K., Pietarinen, J., Pyhältö, K., Soini, T., & Väisänen, P. (2020). Why leave the teaching profession? A longitudinal approach to the prevalence and persistence of teacher turnover intentions. Social Psychology of Education, 23, 837-859. https://doi.org/10.1007/s11218-020-09567-x

[20] Richard, O. C., Avery, D. R., Luksyte, A., Boncoeur, O. D., & Spitzmueller, C. (2019). Improving organizational newcomers’ creative job performance through creative process engagement: The moderating role of a synergy diversity climate. Personnel Psychology, 72(3), 421-444. https://doi.org/10.1111/peps.12316

[21] Seidel, T., Schnitzler, K., Kosel, C., Stürmer, K., & Holzberger, D. (2021). Student characteristics in teachers' eyes: Differences between novice and expert teachers in judgment accuracy, observed behavioral cues, and gaze. Educational Psychology Review, 33, 69-89. https://doi.org/10.1007/s10648-020-09532-2

[22] Wolff, C. E., Jarodzka, H., & Boshuizen, H. P. (2021). Classroom management scripts: A theoretical model contrasting expert and novice teachers’ knowledge and awareness of classroom events. Educational Psychology Review, 33, 131-148. https://doi.org/10.1007/s10648-020-09542-0

[23] Yusof, J. (2021). Elements of work environment in the construct of special education teacher workload in Malaysia. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 12(11), 5284-5288. https://doi.org/10.17762/turcomat.v12i11.6750

Abstract

References

How to cite