Adjustment Process of Beginning Teachers to the School Environment

Abstract

The beginning teachers’ adjustment in the early years of their careers speaks a lot about their decision to stay or leave the teaching profession. This study aimed to present the adjustment process of early career teachers (ECT) during their early years of teaching. The researcher used the qualitative design employing grounded theory as the approach. The interview was the primary tool in gathering the data. Respondents were 20 teachers, 9 males, and 11 females, coming from the different divisions of the Cordillera Administrative Region (CAR). Analysis of data was utilized through open, axial, and selective coding. Findings revealed five (5) key steps in the adjustment process of beginning teachers to the school environment, which is developed as the Beginning Teachers’ Adjustment Theory (BTAT). The sequence is as follows – “just say yes,” consulting peers, being a member of a group (circle of friends), knowing the culture, and “going with the flow.” Through these strategies, participants managed to adjust to the organizational/cultural system of the institution. One recommendation is to develop a support system for new teachers. The adjustment process is tasking due to the multiple challenges faced by new teachers, but with the proper guidance and proper adjustment process, they can adapt to the teaching environment.