Cite this article as:

Danilov S. V., Shustova L. Р., Kuznetsova N. I. Teachers’ Difficulties in the Period of Adaptation to Professional Activities. Izvestiya of Saratov University. New Series. Series: Educational Acmeology. Developmental Psychology, 2019, vol. 8, iss. 2, pp. 113-119. DOI: https://doi.org/10.18500/2304-9790-2019-8-2-113-119


UDC: 
37.082
Language: 
Russian

Teachers’ Difficulties in the Period of Adaptation to Professional Activities

Abstract: 

The relevance of the study is conditioned by the contradiction between the need of society for the renewal of teaching staff and insufficient study of the problems of novice teachers, the resolution of which is required to secure the place for young specialists in educational organizations. The goal of the research presented in the article is to identify the difficulties related to the conditions and motives of pedagogical activity, problems of teachers in their interaction with various subjects of educational relations during the period of adaptation and professional activity. Presumably, there are qualitative and quantitative differences in the professional-personal difficulties of teachers who are just starting their professional activities and those who have very little experience working in an educational organization. The study was carried out on two samples of teachers (N = 70), differing in the length of employment in a pedagogical activity (novice teachers with experience up to 1 year and young teachers with experience from 1 to 3 years), using the original method – “Questionnaire for express diagnostics of professional difficulties in young teachers”. It was established that relationships with colleagues, students and their parents are the least problems for teachers; as during the professional activity the sense of success increases and improves the perception of their place of work. Among the growing difficulties were: a progressive dissatisfaction with the level of salary; problems of providing a teacher with a working place and dissatisfaction with the job; feeling of professional incompetence; uncertainty in the vision of professional future. In order to assist and support young teachers in overcoming the identified difficulties during the period of adaptation to professional activities, there was founded a Center for support of young teachers operating in the Faculty of Educational Technologies and Continuing Education of Ulyanovsk State Pedagogical University named after I. N. Ulyanova. Early detection of professional and personal difficulties and support of young teachers at the early stage of professional activity will contribute to their professional and personal growth and development, and secure their foothold in educational institutions of the region.

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