How does newly qualified teachers’ collegial network foster their feedback-seeking behaviour and job satisfaction?

Abstract

ABSTRACT This study goes beyond the classic paradigm that newly qualified teachers (NQTs) are in need of formal support in order to cope with the challenges they face during the early stages of their teaching career. The focus of this survey study with 443 NQTs in Flanders, Belgium is whether NSTs’ proactive seeking of feedback from the principal and from their colleagues acts as a mediator between the characteristics of their collegial network and NQTs’ job satisfaction. The results reveal that seeking feedback from the principal and colleagues mediates the relation between knowing other colleagues’ areas of expertise and valuing that expertise in the collegial network, on the one hand, and job satisfaction, on the other. More specifically, seeking feedback from the principal was more strongly related to NQTs’ job satisfaction than seeking feedback from colleagues. Remarkably, psychological safety was only related to seeking feedback from colleagues. No relationship was found between psychological safety and seeking feedback from the principal. The study concludes with suggestions on how to support the professional development of NQTs.