Organizational expectations of the novice teacher

Abstract

The study focuses on the teacher as an “organization person”, that is, a professional working in an organizational setting, and forms part of its administrative and human fabric. The purpose of the article is to describe the novice teacher’s expectations from teaching as a profession and from the school as a work organization. The novice teachers who participated in trainee programs at five large teacher training colleges in Israel, completed a self-report questionnaire. The questionnaire items expressed teachers’ expectations of their work at the outset of their professional career. Facet Theory was the methodological approach used for the study. It was found that novice teachers’ expectations focus on the following areas of interest and activity expectations of professional and social recognition; expectations of responsive conduct on the part of students; of involvement and support from parents, and of collegiality from other staff, parents and the principal; and expectations that teaching and those associated with it will contribute to strengthening the teacher’s professional sense of self. The findings were also examined based on self-psychology perspectives. The article discusses the implications of these expectations pertaining to teacher training.