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First year teachers in Catholic schools: A study and analysis of perceptions of undergraduate preparation, entry level assistance, and problems, and development of a model of assistance
Abstract
The purpose of this study was to examine: (1) perceived adequacy of undergraduate teacher training, (2) formal and informal assistance received during the first year, (3) the problems experienced by first-year elementary teachers, and (4) the relationship between undergraduate training, assistance received, and problems of first-year teachers in Catholic elementary schools in the Omaha Archdiocese. A questionnaire was developed and mailed to the population of first-year teachers in Catholic elementary schools in the Omaha Archdiocese during the 1987-1988 school year. Fifty-one, or 94 percent, of the 55 identified teachers provided usable returns. Responses were processed by computer at the University of Nebraska-Lincoln. Interviews were conducted with six of the first-year teachers. Results of the data analyses were reported in tables showing descriptive statistics and correlations. Summaries of written responses and interviews were presented. No difference was found in the perceptions of first-year teachers regarding the adequacy of preparation between public and Catholic colleges/universities. The areas perceived to be most inadequate in preparation related to the religious aspects of teaching in a Catholic school. The least frequent methods of assistance indicated were observations of other teachers, in-service for beginning teachers, Archdiocesan workshops, mentors, and evaluations by the principal. Salary, maintaining energy, stress management, classroom discipline, and working with slow learners were the most frequently mentioned problems. A significant negative relationship was determined between the amount of inservice assistance received and the frequency of problems experienced. Specific recommendations for preservice education and for providing supervision, assistance, and support to first-year teachers in Catholic elementary schools were presented. An "Assistance Model for First-Year Teachers in Catholic Elementary Schools" was provided.
Subject Area
Teacher education|Elementary education|School administration
Recommended Citation
Brock, Barbara Louise, "First year teachers in Catholic schools: A study and analysis of perceptions of undergraduate preparation, entry level assistance, and problems, and development of a model of assistance" (1988). ETD collection for University of Nebraska-Lincoln. AAI8907526.
https://digitalcommons.unl.edu/dissertations/AAI8907526