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ENTRY-YEAR TEACHERS: A STUDY AND ANALYSIS OF PROBLEMS AND DEVELOPMENT OF A MODEL OF ASSISTANCE
Abstract
Purpose. The purpose of this study was to determine: (1) What are the major problems experienced by 1984 University of Nebraska teacher education graduates who served as elementary, entry-year teachers during the 1984-85 school term in public schools in the state of Nebraska in order of frequency of occurrence? (2) From what sources of assistance do elementary, entry-year teachers receive help with problems they encounter. (3) What professional responsibilities do elementary, entry-year teachers identify as needing more attention in their undergraduate training? (4) What are the components to be included in the development of a model for an Entry-Year Teacher Assistance Program? Procedure. Survey research was selected, hence a questionnaire was developed and mailed to the population of 1984 University of Nebraska teacher education graduates who served as elementary, entry-year teachers during the 1984-85 school term in public schools throughout the state. One hundred twenty, or 90.1%, of the 132 identified teachers provided usable returns. Responses were processed by computer at the University of Nebraska-Lincoln. Results of the data analyses were: (1) reported in tables showing the frequency distribution for each time, and (b) compared to the literature in order to develop a hypothetical model of an Entry-Year Assistance Program. Findings. (1) Of the 25 most frequently reported major problems of elementary, entry-year teachers, "fatigue" ranked number one, followed by "dissatisfaction with salary." "Job pressures" and "difficulty due to the wide range of student achievement" shared the number three ranking, with "lack of instructional and resource materials" and "being able to locate materials" ranking fifth. (2) Fellow teachers were the major source of assistance for beginning teachers. (3) The top ranked five of the 25 most frequently reported areas of undergraduate training needing more attention were: programs for the gifted, grouping, discipline/management, computers, and low ability students. Recommendations. Specific recommendations for preservice education and for providing supervision, assistance, and support to entry-year teachers, including components of an Entry-Year Assistance Program, were presented.
Subject Area
Teacher education
Recommended Citation
CLARK, GWENDOLYN JOYCE TRAUTMAN, "ENTRY-YEAR TEACHERS: A STUDY AND ANALYSIS OF PROBLEMS AND DEVELOPMENT OF A MODEL OF ASSISTANCE" (1986). ETD collection for University of Nebraska-Lincoln. AAI8614445.
https://digitalcommons.unl.edu/dissertations/AAI8614445