Supporting New Early Childhood Education Teachers in Turkish Public Schools

Abstract

The purpose of this study is to examine beginning early childhood education teachers’ perceived needs and received supports in public schools. Recently, supporting new teachers has been emphasized more to empower them in teaching profession. First year of teaching is considered as an induction program in Turkey as well, and this study attempts to examine effectiveness of mentoring program in public schools in Turkey. Sixteen beginning early childhood education (ECE) teachers were interviewed at the end of the first and second semester of their first year of teaching. Audio-recorded interviews were analyzed through qualitative research methodologies. Findings revealed that new teachers struggled most to find out their ways in complex legislation and paperwork in public schools. It appeared that the induction program was not implemented properly and it was not helpful for new teachers. Beginning teachers’ expressions about their perceived needs in their first year was essentially a mentor.