The way beginning teachers find jobs, or are directed into them, are very different, country to country, state to state. Here a brand new system, at the 'market-forces' end of the spectrum, is assessed.
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Two years ago the way beginning teachers got a job in New Zealand was completely changed. A set item in 1990 looked at the changes. Now, two years further on, the latest figures are put through the mill and principals are asked about how the system is working for their schools.
When principals choose young teachers for their school do they get the teachers they want? A College of Education looks at how its graduates are appreciated, and what could be done to do a better job.
What are the patterns of stress and satisfaction experienced by beginning teachers? Findings from interviews with 18 New Zealand beginning primary teachers over their first two years of teaching confirm some assumptions, challenge others, and give insight into the factors that make for resilience.
The first year of teaching is a critical stage in a teacher's professional life. Many beginning teachers are employed in short-term positions, but we know very little about how employment status affects first-year teachers' feelings of self-confidence, or their attitudes towards their second year of teaching. This article explores these issues in relation to first-year primary teachers.