Newly qualified teachers as a resource in school in a micropolitical perspective

Abstract

ABSTRACT It is well known that newly qualified teachers (NQTs) need support during their induction period. However, emphasising support can be perceived as a deficit approach. Going beyond deficit thinking, this study investigates how NQTs are perceived as a resource in schools in a micropolitical perspective. Based on interview data collected from NQTs, mentors and school leaders in Norwegian upper secondary schools, findings show that NQTs’ contributions include a high level of commitment, flexibility, an outside perspective and new knowledge. Furthermore, the study reveals some differences between the groups in terms of how they perceive NQTs as a resource. The study concludes that the notion of NQTs as a resource is influenced by micropolitics in the school. Finally, we address the implications of the study.