ARTICLE

A QUALITATIVE ANALYSIS OF THE SUPPORT AND CONFLICTS OF THE NOVICEEXPERT SCHOOL TEACHERS

  1. HOME
  2. ARTICLE

05 Pages : 39-47

http://dx.doi.org/10.31703/gssr.2021(VI-I).05      10.31703/gssr.2021(VI-I).05      Published : Mar 1

A Qualitative Analysis of the Support and Conflicts of the Novice-Expert School Teachers

Abstract

    Novice-expert school teachers' conflicts and support significantly contribute to the working relationship, teaching performance and retention. The present study aims to phenomenologically analyze novice-expert school teachers' experiences of mutual support and conflicts and how it helps their professional development. Seven expert and seven novice teachers were purposively selected from private and public schools from a district located in Punjab, Pakistan, who were interviewed to gain an insight into the phenomenon. The collected data were transcribed and analyzed employing thematic analysis guided by the selected qualitative approach. It was revealed from the themes and sub-themes that novice teachers get support from the expert teachers, and they developed self-confidence and techniques to manage a classroom, solve students' problems and adjust themselves in the school successfully. The study implies that the conflicts between novice and experienced teachers can be resolved through promoting mutual understanding, cooperation, and communication.

    Novice-Expert Teachers, Support, Relationship, Conflict, School, Classroom Management, Confidence

    (1) Nazia Noor
    MPhil Scholar, Department of Educational Research & Assessment, University of Okara, Okara, Punjab, Pakistan.
    (2) Syed Abdul Waheed
    Assistant Professor, Department of Educational Research & Assessment, University of Okara, Okara, Punjab, Pakistan.
    (3) Nadia Gilani
    Assistant Professor, Department of Teacher Education, University of Okara, Okara, Punjab, Pakistan.
Fulltext PDF

References

  • Adhiambo, R., & Simatwa, M. (2011). Assessment of conflict management and resolution in public secondary schools in Kenya. A Case Study of Nyakach District. International Research Journal, 2(4), 1074- 1088.
  • Aja, S. N. (2013). Conflict management approaches principals to adopt forthe effective administration of secondary schools in Ebonyi State. International Journal of Science & Research (IJSR), 4(12), 2009-2013.
  • Archived Reports. (2007). Report on the experiences of beginning teachers. Australian Primary Principals Association. by April 28, 2012 http://www.appa.asn.au/index.php? option=com_content
  • Bano, H., Ashraf, S., & Zia, S. (2013). Conflict: factors and resolution strategies adopted by administrators of schools for visually impaired students. Mediterranean Journal of Social Sciences, 4(4), 405-405.
  • Brunton, K. (2011). Beginning teachers and their reality of teaching: Negotiating the micropolitical world. In Ontario Bi-Annual Conference of the International Study Association on Teachers and Teaching (ISATT), Brock University, St. Catherines, Canada.
  • Bush, T., & Coleman, M. (1995). Professional development for heads: The role of mentoring. Journal of Educational Administration. 33(5): 60-73
  • Corbin, J. M. (2015). The Corbin and Strauss chronic illness trajectory model: an update. Research and Theory for Nursing Practice, 12(1), 33
  • Corbin, J., & Strauss, A. (2015). Basics of qualitative research: Techniques and procedures for developing grounded theory. Sage publications
  • Creswell, J. (2013). Qualitative inquiry and research design: Choosing among five approaches. Sage publications
  • Darling-Hammond, L. (2007). Doing what matters most: Investing in quality teaching. National Commission on Teaching & America's Future, Kutztown Distribution Center, Kutztown.
  • DeBolt, G. P. (Ed.). (2012). Teacher induction and mentoring: School-based collaborative programs. Albany, NY: University Press.
  • Doe, K.L., and Chinda, N.N. (2015). Principals' and Teachers' Use of Conflict Management Strategies on Secondary Students' Conflict Resolution in Rivers State-Nigeria. Journal of Education & Practice, 6(13), 148-153.
  • Gilani, N., Waheed, S. A., & Shaheen, A. (2020). Making a debut in teaching: Uncovering prospective teachers' first-time teaching experiences in schools. Universal Journal of Educational Research, 8(11), 5443-5452. DOI: 10.13189/ujer.2020.081147
  • Gold, Y. (2016). Beginning teacher support: Attrition, mentoring, and induction. Handbook of research on teacher education, 2, 548-594
  • Gold, Y., & Roth, R. A. (2016). Teachers managing stress and preventing burnout: The professional health solution. Psychology Press.
  • Gordon, S.P. and Maxey, S. (2000). How to help beginning teachers succeed. (2nd ed.) Alexandria, VA: ASCD.
  • Grangeat, M., & Gray, P. (2007). Teachers' collective work: Theory and research in France and the UK. Paper presented at BERA 2007, Institute of Education, London
  • Hassan, F., Waheed, S. A., Gilani, N. (2019). Teachers' perspectives on headteacher's mistreatment: Exploring the other side of the coin. Global Regional Review, 4(4), 350- 359.
  • Johnson, S. M., Birkeland, S., Kardos, S. M., Kauffman, D., Liu, E., & Peske, H. G. (2001). Retaining the next generation of teachers: The importance of school-based support. Harvard Education Letter, 17(4), 6-8.
  • Joiner, S., & Edwards, J. (2008). Novice teachers: Where are they going and why don't they stay. Journal of CrossDisciplinary Perspectives in Education, 1(1),36-43
  • Makaye, J., and Ndofirepi, A.P. (2012). Conflict resolution between heads and teachers: the case of 4 schools in Masvingo Zimbabwe. Greener Journal of Educational Research, 2(4), 105 - 110.
  • Mason, W. (2012). Conducting behavioral research on Amazon's Mechanical Turk. Behavior research methods, 44(1), 1- 23.
  • Maxwell, J. A. (2013). Qualitative research design: An interactive approach 41. Sage publications
  • NCES. (2014). Teacher supply in the United States: Sources of newly hired teachers in public and private schools, 1987-88 to 1993-94: Statistical analysis report. Washington, DC: National Center for Education Statistics.
  • Oboegbulem, A., & Alfa, I. A. (2013). Conflict Resolution Strategies in Non-Government Secondary Schools in Benue State, Nigeria. Online Submission, 3(2), 91-102.
  • Olubunmi. A. (2014). School management assessment of teachers in secondary schools in Ondo State, Nigeria: Department of Science and Technical Education, Adekunle Ajasin University, Akungba - Akoko, Ondo State, Nigeria. Journal of Education & Practice, 5(6), 124-128.
  • Punch, K. F. (2013). Introduction to social research: Quantitative and qualitative approaches. sage.
  • Ramani, K., & Zhimin, L. (2010). A survey on conflict resolution mechanisms in public secondary schools: A case of Nairobi province, Kenya. Educational Research and Reviews, 5(5), 242-256.
  • Savolainen, H., Malinen, Olli-Pekka, and Schwab, S. (2020). Teacher efficacy predicts teachers' attitudes towards inclusion - a longitudinal cross-lagged analysis, International Journal of Inclusive Education, DOI: 10.1080/13603116.2020.1752826
  • Scholten, N., & Sprenger, S. (2020). Teachers' Noticing Skills during Geography Instruction: An Expert-Novice Comparison, Journal of Geography, 119(6), 206-214, DOI: 10.1080/00221341.2020.1809695
  • Steckler, A., McLeroy, K. R., Goodman, R. M., Bird, S. T., & McCormick, L. (1992). Toward integrating qualitative and quantitative methods: an introduction. Higher Education Quarterly, 19(1),1-8.
  • Thai, M. T. T., & Chong, L. C. (2012). Born-global: The case of four Vietnamese SMEs. Journal of international entrepreneurship, 6(2), 72.
  • Tomlinson, H. (2004). Educational leadership: Personal growth for professional development (Vol. 3). Sage.
  • Uchendu C. C., Anijaobi-Idem, F. N., and Odigwe, F. N. (2013). Conflict management and organizational performance in secondary schools in Cross River State, Nigeria. Research Journal in Organizational Psychology & Educational Studies, 2(2), 67- 71.
  • Varrati, A., & Smith, A. (2014). Principals as mentors in teacher education: How preservice teachers' voices informed practice. Academic Leadership: The Online Journal, 6(4), 12.
  • Waheed, S. A., Qambar, G., Gilani, N. (2020). Quality and usefulness of data: Investigating the discrepancies in Pakistani public school data and implications for the way forward. Journal of Business and Social Review in Emerging Economies, 6(2), 869- 882.

Cite this article

APA

    APA : Noor, N., Waheed, S. A., & Gilani, N. (2021). A Qualitative Analysis of the Support and Conflicts of the Novice-Expert School Teachers. Global Social Sciences Review, VI(I), 39-47. https://doi.org/10.31703/gssr.2021(VI-I).05

CHICAGO

    CHICAGO : Noor, Nazia, Syed Abdul Waheed, and Nadia Gilani. 2021. "A Qualitative Analysis of the Support and Conflicts of the Novice-Expert School Teachers." Global Social Sciences Review, VI (I): 39-47 doi: 10.31703/gssr.2021(VI-I).05

HARVARD

    HARVARD : NOOR, N., WAHEED, S. A. & GILANI, N. 2021. A Qualitative Analysis of the Support and Conflicts of the Novice-Expert School Teachers. Global Social Sciences Review, VI, 39-47.

MHRA

    MHRA : Noor, Nazia, Syed Abdul Waheed, and Nadia Gilani. 2021. "A Qualitative Analysis of the Support and Conflicts of the Novice-Expert School Teachers." Global Social Sciences Review, VI: 39-47

MLA

    MLA : Noor, Nazia, Syed Abdul Waheed, and Nadia Gilani. "A Qualitative Analysis of the Support and Conflicts of the Novice-Expert School Teachers." Global Social Sciences Review, VI.I (2021): 39-47 Print.

OXFORD

    OXFORD : Noor, Nazia, Waheed, Syed Abdul, and Gilani, Nadia (2021), "A Qualitative Analysis of the Support and Conflicts of the Novice-Expert School Teachers", Global Social Sciences Review, VI (I), 39-47

TURABIAN

    TURABIAN : Noor, Nazia, Syed Abdul Waheed, and Nadia Gilani. "A Qualitative Analysis of the Support and Conflicts of the Novice-Expert School Teachers." Global Social Sciences Review VI, no. I (2021): 39-47. https://doi.org/10.31703/gssr.2021(VI-I).05