|Published online: April 10, 2014||$US5.00|
This article is based on qualitative research intended to discover the attributes of novice teachers' success stories of their subjective experiences during this year. The research literature mainly emphasizes the many difficulties encountered by the new teachers at the start of their careers, and diminishes reference to their success stories. Data collection was based on in-depth interviews with Arab and Jewish novice teachers from a teacher training college in Jerusalem during their first year of work. The research findings show their unique way of coping vis-à-vis the school principal. In an attempt to influence or change his attitude and behavior towards them, some of them employed daring and conflict and some used maneuvering and diplomacy. They thus also managed to integrate in the school system, and even initiate change and realize impressive results at diverse levels. These findings illustrate the principal's dominance and importance in their professional development as perceived by the novice teachers.
|Keywords:||New teachers, success stories, facilitating environment, mirroring presence, empowering presence, novice teacher work vis-à-vis the school principal, school involvement|
The International Journal of Humanities Education, Volume 11, Issue 3, April 2014, pp.19-29. Article: Print (Spiral Bound). Published online: April 10, 2014 (Article: Electronic (PDF File; 435.232KB)).
Lecturer, Researcher, Management, The David Yellin Academic College of Education, Jersualem, Israel
Faculty Member, Early Childhood, The David Yellin Academic College of Education, Jerusalem, Israel
Head of the Practitioners Guidance, Education, The David Yellin Academic College of Education, Israel
Faculty Member, Special Education in Arabic Society, The David Yellin Academic College of Education, Israel