Abstract
Adjustment is an important issue for all employees regardless of the industries in which they are in. These include those new teachers who fall within the education career category. The first few years of transition from being a trainee teacher to new teacher would call for these teachers to adjust themselves to new job requirements. New teachers are bound to deal with new tasks which they are unfamiliar with during teacher training. Hence, they need to adapt themselves to a different type of task, organizational culture and work environment. There are several factors that cause the early years of teaching being difficult. It is like teaching responsibilities, challenges of teaching, school culture, school climate and work environment that does not support. Each teacher had come from different circumstances, different backgrounds, and qualifications and they may vary. So it is clear that new teachers will need particular support in line with their needs. This conceptual paper proposes a new model of work adjustment to ensure better work adjustment for new teachers in Malaysian Public School. It is largely based on the Theory of Work Adjustment or TWA (Dawis & Lofquist, 1984).
Highlights
This study is about work adjustment by new teachers in Malaysia
Self-Efficacy, Person Job- Fit and School Culture are the focused perspective by researchers working on the work adjustment of new teachers (Figure 1)
When there is no adjustment that can be done, something more dramatic happens where the individual leaving their jobs or laid off. The relevance of this theory to mentoring, self-efficacy, person job-fit and school culture is based on how the adjustment is made because the constantly changing work environment requires that an employee should always be tolerant and adapt to his environment
Summary
This study is about work adjustment by new teachers in Malaysia. There are many studies shows that new teachers faced the reality of this shock, challenges, workloads, conflict and self-adjustment problems. Master of education Corcoran (1981) and Veenman (1984) attributed the problems experienced by new teachers with a concept of reality shock to explain the difference between the expected job duties with the reality in schools. Self-Efficacy, Person Job- Fit and School Culture are the focused perspective by researchers working on the work adjustment of new teachers (Figure 1). These variables could identify the findings and contribute usefulness of the results obtained in this study.
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