Barriers to becoming a young teacher

Abstract

This article is devoted to the study of the barriers faced by young teachers in the process of professional development. The relevance of the topic is due to the need to create conditions for the successful adaptation of novice teachers and reduce the outflow of personnel from the field of education. The purpose of the work is to identify the key problems that hinder the effective entry of young professionals into the profession, and to outline ways to overcome them. The tasks include the analysis of theoretical approaches to the study of professional adaptation, the collection and interpretation of empirical data on the difficulties of the initial stage of a teacher's career, and the development of recommendations for optimizing this process. The research methodology is based on the integrated use of quantitative (questionnaire survey) and qualitative (semi-structured interview) methods. The sample consisted of 120 teachers with up to 3 years of work experience from 15 schools in Nur Sultan. The results show that the most significant barriers for young teachers are: 1) insufficient practical preparation for solving professional tasks; 2) difficulties in interacting with students and their parents; 3) high intensity of work and the risk of emotional burnout. The following factors have been identified as factors of successful adaptation: the institute of mentoring, methodological support, and a favorable socio-psychological climate in the team. It is concluded that there is a need for an integrated approach to the professional socialization of young teachers, including measures at the university, school and education management levels. Prospects for further study of the problem are outlined, with an emphasis on the development and evaluation of the effectiveness of programs to support novice teachers, including within the framework of the ongoing INTERN project.