Views Of Primary School Teachers Research Articles

Examination of primary school teachers’ attitudes and views towards multicultural education

Just like in many countries around the world, there is a multicultural society in Northern Cyprus. As migrations to the island continue to increase, the phenomenon of multiculturalism has begun to be discussed in the education system. This research was conducted with the aim of determining the attitudes and views of primary school teachers in Northern Cyprus towards multicultural education. Mixed methods strategy was used in this research. In the research, the concurrent triangulation strategy from mixed methods strategies was used. Data collection tools the Teacher Multicultural Education Attitude Scale and developed interview form were used. In the quantitative part of the research, the Teacher Multiculturalism Attitude Scale was applied to 111 randomly selected teachers. According to the survey results, no significant difference was detected depending on the variables of gender, nationality, professional seniority, branch, graduation degree and graduated school. However, significant differences were identified in the multiculturalism scores age and based on the region where the teachers were employed. In the qualitative part of the research, interviews were conducted with 12 participant teachers. According to the qualitative findings, teachers perceived multiculturalism as diversity in terms of nationality, ethnic background, language, and religion. Further, teachers indicated that education in Northern Cyprus does not cater to a multicultural structure, leading to various problems experienced by students and parents, primarily related to communication. The teachers attributed this situation to the unpreparedness of the Ministry of Education (MEB) and the reluctance to change education policies due to an exclusive society. Subsequently, teachers expressed that they did not consider themselves competent in multicultural education and expressed a willingness to participate in in-service training programs if provided.

Primary School Teachers’ Views on Integrating Technology in English Language Instruction in Rural School Contexts in the Lubombo Region of Eswatini

The realization that traditional methods of teaching have become inadequate hence can no longer be exclusively used when teaching, has seen technology being integrated in instruction for all curricula. This study intended to explore the views of primary school teachers on the integration of technology when teaching English language in rural school contexts in the Lubombo region of Eswatini. The study was based on the following research questions: What are the views of primary school English language teachers on the integration of technology in English language instruction in rural school contexts? What are the benefits of integrating technology in English language instruction in rural school contexts? How do primary school teachers integrate technology in English Language instruction in rural school contexts? What challenges do primary school English language teachers encounter when integrating technology in English language instruction in rural school contexts? The study adopted the interpretivist research paradigm which was used with the qualitative research approach and the case study research design. While the simple random sampling technique was used to select four (4) schools that took part in the study, purposive sampling was used to select eight (8) teachers that took part in the study (two teachers from each school). Data were gathered using an interview guide where teachers were interviewed on a one on one. The data were analyzed using Thematic Content Analysis. The study found that some teachers had a misconception about technology integration in instruction as they view it as the teaching of basic computer skills. Another finding was that integrating technology in English language instruction was viewed as very beneficial as it resulted in optimum lesson delivery since learners generally have a big interest in technology. Challenges that teachers encountered when integrating technology in instruction included lack of training and unavailability of technological gadgets as well as poor internet connections. The study therefore recommends that The Ministry of Education, through the In-service department should train the teachers on how they can integrate technology in their teaching. Another recommendation is that Headteachers should organize teachers from other schools who are known to be effectively using the approach to come and assist teachers in rural schools.

Analysis of Primary School Teachers’ Distance Education Practices during the Covid-19 Pandemic in the Context of Classroom Management

This research employed a phenomenological design of qualitative research models to examine the views of primary school teachers about distance education during the pandemic in the context of classroom management. Fifteen teachers voluntarily participated in this research, conducted in Antakya, one of the central districts of Hatay province. The interview data collected during the fall semester of the 2020-2021 academic year were analyzed using a content analysis technique. As a result of the research, it was determined that the teachers frequently benefited from digital content and educational websites during the pre-class process and the class. It has been determined that visual materials are used frequently to motivate and attract students’ attention to the lesson. The lessons are generally taught through teacher-centered methods. Teachers did not think the environments where students attended online courses were suitable for teaching-learning processes. Teachers mostly determined the classroom rules related to the physical environment and technical subjects (keeping the microphone off, the camera on etc.). Planning and preparing before the lesson, using other lessons’ time to fulfill the course objectives, and assigning some activities as homework are the ways followed to manage and use class time effectively. The result showed that during the distance education process the communications with students were established through video calling and messaging after the class. The research showed that turning on the microphone, turning off the camera, being indifferent to the lesson, and interrupting the flow of the lesson are common problems in distance education. In addition, teachers experienced many problems during distance education due to technical/infrastructure issues, not having computers or cell phones for all students, simultaneous connection of more than one sibling to the lesson, parents’ not creating suitable class environments for the children, and incomplete/wrong learning. Teachers, who had constant communication with parents and continued dealing with students through WhatsApp groups after the lesson to cope with these problems, stated that their professional skills improved, but they were exhausted physically and emotionally.

Views of Primary School Teachers on Vocabulary Teaching in Primary School Turkish Textbooks

Bu araştırmanın amacı, ilkokul (1, 2, 3 ve 4. sınıf) Türkçe ders kitaplarında bulunan kelime öğretimi çalışmalarına ve öğrencilerin kelime hazinelerinin geliştirilme çalışmalarına ilişkin sınıf öğretmenlerinin görüşlerini belirlemektir. Araştırmanın modeli olarak nitel araştırma yöntemlerinden değerlendirici durum çalışması deseni kullanılmıştır. Araştırmanın çalışma grubunu, 2022-2023 eğitim ve öğretim yılı bahar yarıyılında Van ilinin merkez ilçelerindeki okullarda görev yapan 17 sınıf öğretmeni oluşturmaktadır. Araştırmacı tarafından hazırlanan yarı-yapılandırılmış görüşme formu kullanılarak ve yüz yüze görüşme yöntemiyle elde edilen verilerin analizinde içerik analizi yöntemi kullanılmıştır. Araştırma sonucunda; kelime öğretimi ve kelime bilgisinin öğrencinin akademik başarısını, ifade ve okuma becerilerini olumlu etkilediği; mevcut Türkçe ders kitabında yer alan kelime öğretimi etkinliklerinin genel olarak yetersiz ve öğretimi yapılan kelime sayısının az olduğu; aynı yöntemler yerine zengin içerikli ve çeşitli yöntemlerle kelime öğretiminin gerçekleştirilmesi gerektiği ve öğrenilen kelimelerle daha çok uygulama imkânı sunulması gerektiği sonuçlarına ulaşılmıştır.

Inclusion of disabled immigrants/refugees in the Greek educational system: Views of primary school teachers

In recent decades, there has been a systematic academic research attempt to analyze issues related to disability. Although disabled people are an essential group of migrants and refugees, and international conventions protect their social inclusion, it is noticeable that migration studies have not dealt with persons with disabilities until recently. The corresponding disability studies do not study the group of migrant/refugee-disabled persons. This study aims to research the teachers' views of the N. Aegean region on including disabled migrants and refugees and the educational policies implemented. A semi-structured interview was the research tool used for this study. The participants in the study were twenty-three primary school teachers. The teachers in our research pointed out that the right of disabled migrants to be included in education is lost in the context of evaluation criteria, inadequate educational policies and the fear of individuals resisting the dominant discourse of ableism and hyper-socialised reality.

Sustainable Leadership And Learning Organization Relationship in Schools: A Mixed Method Research

Purpose: The purpose of this research is to determine, according to the views of primary school teacher, the sustainable leadership behaviors of school principals and the relationship between sustainable leadership and the formation of schools as learning organizations.
 Methodology: This study aimed to determine the relationship between the sustainable leadership behaviors of school principals and the formation of schools as learning organizations in public primary schools located in Yozgat, Turkey. A mixed- methods approach, was employed in the study, which utilized both quantitative and qualitative methods. The quantitative portion of the study utilized a "predictive correlational design," while the qualitative portion utilized a "phenomenological design" to examine the research question.
 Findings: The research findings indicate that school principals exhibit high levels of sustainable leadership behavior based on the average scores given by teachers. In terms of dimensions, the highest average scores were obtained for deep learning. According to teachers opinions, the average scores for a learning organization were also found to be high. The highest average score in terms of dimensions was for team learning. A positive relationship was discovered between sustainable leadership and organizational learning. Qualitative results indicated that school principals who scored high in all dimensions of sustainable leadership provided more answers. Similarly, when examining qualitative results related to organizational learning, it was discovered that school principals who scored high in all dimensions of sustainable leadership also provided more answers.
 Highlights: The literature on sustainable leadership in educational organizations is very limited. Therefore, sustainable leadership perceptions in educational organizations can be examined by considering different concepts together. The relationships between these concepts and their impact can also be examined. Based on the views of primary school teachers, this study suggests that sustainable leadership has an impact on the learning organization. New studies can be conducted on other samples to compare the results of this study, and to investigate the impact of sustainable leadership on educational organizations further.

Positives and Negatives of Distance Education from the Perspective of Teachers with Practical Experience

The COVID-19 pandemic had overnight affected all areas of traditional life. In the field of education, the classic face-to-face teaching was replaced by distance education at all levels of the educational system not only in Slovakia but in all countries of the world. Teachers, pupils, parents, teaching assistants, special educators or professional staff had had no experience with distance education up to that point. In today’s vulnerable world, the possibility of a combined educational process, in which teaching would be divided between face-to-face and distance education, is being raised more frequently mainly in connection with the energy crisis. Setting the right balance between face-to-face and distance education requires, among other things, defining the positives and negatives of these forms. Given the existing extensive theoretical elaboration of the issue of face-to-face teaching, our study focuses on the positives and negatives of distance education, while using the period of the COVID-19 pandemic. Through interviews, we collected the views of primary school teachers experienced in distance education. We focused on questions dealing with advantages, disadvantages, forms, methods and overall attitudes towards distance education. The study concludes by categorising the advantages and disadvantages of distance education. Based on the analysis of the responses obtained through semi-structured interviews with six teachers, we found that distance education has more negative than positive aspects. The main negatives include the lack of physical contact and the absence of social interaction. Furthermore, we found that there is low motivation, skipping lessons and lack of attention among upper grade students. Parental support for pupils in the upper grades was rather low. Teachers mainly used Slovak online platforms for distance learning. This study was done in Slovakia.

Opinions of classroom teachers on values education in primary school curriculum

TIn values education, the primary school period (7-9 years), which is the most important stage in the character development of individuals, and indirectly the classroom teachers are very important. Primary school teachers play a critical role in the implementation of the values education curriculum that has been given importance recently. The purpose of this research is to examine the views of primary school teachers on values education in primary school curriculum. In the study using descriptive survey model, quantitative method was used. Purposive sampling method was used in the research. In this context, the sample of the study consisted of 281 classroom teachers in the city center of Tokat in the 2020-2021 academic year. In the study, an opinion scale on value education developed by Başçı (2012) was used to collect quantitative data. Frequency, percentage, t-test for independent groups and one-way analysis of variance were used in the analysis of the data. Considering the results of the research; effective value education, value in the curriculum and the general sum of all sub-dimensions in favor of female teachers in the opinions of teachers on values education; in favor of teachers in the 20-29 age group in the general sum of all sub-dimensions; It was found that the views on the family-environment-media sub-dimension were in favor of the teachers working for 1-5 years. It was found that there was no significant difference in the grand total of all sub-dimensions according to the classes they taught.

Views of Primary School Teachers on New Generation Turkish Language Questions

Bu çalışmada geleneksel sorulardan farklı olarak birtakım üst düzey becerilerin kullanımını gerektiren ve uluslararası sınavlar sebebiyle oldukça popüler olan yeni nesil Türkçe sorularına yönelik sınıf öğretmenlerinin görüşlerini ortaya koymak amaçlanmıştır. Çalışma nitel araştırma yöntemlerinden fenomenoloji deseni ile gerçekleştirilmiştir. Araştırmanın çalışma grubunu Çanakkale il merkezindeki ilkokullarda görev yapan 20 sınıf öğretmeni oluşturmaktadır. Çalışma grubunun seçiminde amaçlı örnekleme yöntemlerinden ölçüt örnekleme yöntemi kullanılmıştır. Araştırmanın verileri araştırmacı tarafından geliştirilen yarı yapılandırılmış görüşme formu aracılığıyla toplanmıştır. Elde edilen veriler içerik analizi yöntemi kullanılarak çözümlenmiştir. Sonuç olarak yeni nesil Türkçe sorularının Türkçe dersi öğretim programı/kazanımları ile uyumlu olmadığı, Türkçe ders kitaplarının yeni nesil soruların çözümünde rehber olmadığı fakat öğrenme öğretme sürecini birçok yönden olumlu etkilediği görülmüştür. Öte yandan bu soruların çözümünde öğrencilerin en çok zorlandıkları konunun okuduğunu anlama olduğu ve sınıf öğretmenlerinin de bu soruların çözümünde zaman zaman zorlandıkları sonuçlarına ulaşılmıştır.

Teachers' Views about the Use of Digital Stories in Language Teaching Courses of Primary Schools in Turkey

The aim of this study was to determine the views of primary school teachers who gave language courses (mother tongue and foreign language) at the primary school level, about the use of information technologies, digital story preparation, and its use in lessons in the language teaching process. In the study, the phenomenology design, one of the qualitative research methods, was used. The participants were primary school teachers and English teachers who took part in the Digital Story Preparation training given within the scope of the European Union Comenius Regio. Among the 30 teachers who joined the training, 14 voluntarily participated in the study. At the end of the training, a written form prepared to consult the written views of the teachers was used as a data collection tool in the study. According to the research results, the teachers had positive attitudes and thoughts about the use of information technologies in the language teaching process and used them in the preparation, teaching-learning process, and evaluation stages of their lessons. However, their tendency to use ready-made e-learning content was found to be high. In addition, it was concluded that the practice-based Digital Story Preparation training they attended was beneficial and that the training contributed positively to their own professional development as well as to their thoughts and attitudes regarding technology integration into education.

Lifelong Professional Development and Learning Communities in Contemporary Schools: Views of Primary School Teachers

Lifelong Professional Development and Learning Communities in Contemporary Schools: Views of Primary School Teachers

EXAMINATION OF PRIMARY SCHOOL TEACHERS’ PERCEPTIONS OF SELF-EFFICACY TOWARDS TEA

The aim of this study is to determine the self-efficacy perceptions of primary school teachers towards teaching thinking skills and whether these perceptions differ significantly in terms of various variables and to determine the views of primary school teachers about their self-efficacy perceptions towards teaching thinking skills. In the research using mixed research method, explanatory sequential design was preferred. The sample regarding the quantitative dimension of the research consists of 371 primary school teachers, who were determined by cluster sampling method from the teachers working in primary schools in the center of Sivas in the spring term of the 2021-2022 academic year. The study group reached for the qualitative dimension of the research consists of 41 primary school teachers, who were determined by the maximum diversity sampling method from the teachers working in primary schools in the centre of Sivas during the same academic period. “Teachers’ Self-efficacy towards Teaching Thinking Skills Scale (TSTTS)” developed by Dilekli and Tezci (2015) and a semi-structured interview form consisting of three questions developed by the researchers were used as data collection tools. In the research, descriptive statistics, independent samples t-test and one-way ANOVA test were used in the analysis of quantitative data, and content analysis method was used in the analysis of qualitative data. When the data obtained from the scale are evaluated; teachers’ self-efficacy perceptions regarding teaching thinking skills were at the level of “totally agree”; that these self-efficacy perceptions of teachers did not differ according to gender, faculty, and department from which they graduated, and the class taught. It was found that the teachers’ self-efficacy perceptions differed according to the variable of professional seniority in the whole scale with the factors of “Practice”, “Academic competence”, and this difference was in favor of teachers with a professional seniority of 1-10 years and teachers with a professional seniority of 21 years and above, in favor of teachers with a seniority of 21 years and above. When qualitative data are evaluated, it was understood that teachers take into account individual differences, design real-life examples, make plans, and design different thinking activities related to the design factor when teaching thinking skills. In the practice factor, it was determined that they perform different thinking activities and use different teaching methods and techniques. In addition, it was concluded that most of the teachers perceive themselves as competent in teaching thinking skills, while some teachers do not see themselves as competent.

An Investigation of Peer Bullying in Primary Schools Based on the Views of Primary School Teachers

Okul, öğrencilerin güvenli bir ortamda eğitim-öğretim gördüğü yerdir. Bu güvenli ortam, öğrenciler tarafından sergilenen bazı istenmeyen davranışlar nedeniyle bozulabilmektedir. Bir ya da daha fazla öğrencinin aynı yaş grubundaki bir başka öğrenciye sürekli olarak olumsuz eylemlerde bulunması olarak tanımlanan akran zorbalığı, okullarda sık karşılaşılan olumsuz ve istenmeyen davranışlara örnektir. Akran zorbalığı, hem davranışı yapan hem de davranışa maruz kalan öğrenci üzerinde olumsuz etkiye sahiptir. Okul ortamında akran zorbalığı gibi problemlerle karşılaşıldığında öğretmenlerin olaya nasıl müdahale ettikleri ve akran zorbalığı ile baş etme konusunda sunacağı öneriler, hem öğrencinin sağlığı hem de öğretim ortamının iyileştirilmesi açısından önemlidir. Bu araştırmada ilkokullardaki akran zorbalığının sınıf öğretmenlerinin görüşleri doğrultusunda incelenmesi amaçlanmaktadır. Araştırmada nitel araştırma yöntemlerinden durum çalışması kullanılmıştır. Çalışma grubunu amaçlı örnekleme türlerinden kolay ulaşılabilir durum örneklemesi yolu ile Milli Eğitim Bakanlığına bağlı ilkokullarda görev yapmakta olan 69 sınıf öğretmeni oluşturmaktadır. Veri toplama aracı olarak uzman görüşleri doğrultusunda araştırmacılar tarafından geliştirilen yarı yapılandırılmış görüşme formu kullanılmıştır. Elde edilen veriler, içerik analizi tekniği kullanılarak analiz edilmiştir. Araştırmanın sonucunda öğretmenler sınıflarında en çok sözel ve fiziksel zorbalıklarla karşılaştıklarını belirtmişlerdir. Öğretmenlerin akran zorbalığıyla karşılaştıklarında en fazla; öğrencilerle özel görüşme yapma, empati kurmalarını isteme, öğrenciyi ve aileyi uyarma şeklinde müdahalelerde bulundukları sonucuna ulaşılmıştır.

The Convolutions of the Concept of Age of Consent amongst Primary School Teachers in Zimbabwe

The world over the age of consent is used as a child empowerment and protective tool. It has been argued that the age of consent supports teenagers as they negotiate the most profound aspect of childhood transition into adulthood. During this period, children and teenagers face abuse, bodily violence and exploitation. The study sought to analyse the perceptions and views of primary school teachers about age of consent within the educational setting. The study was guided by the interpretivist philosophy and was methodologically underpinned by the qualitative research design, particularly regarding data, which was collected utilising in-depth interviews and focus group discussions to solicit research participants’ opinions, feelings, and thoughts that represent their world views. The study established that teachers had little knowledge about the age of consent due to misrepresentation in the legal frameworks and inconsistencies in the law on the matter. In addition, customary, cultural, and religious practices remain “blind” in the way they approach children’s rights issues. Thus, the article advocates for a child-centred framework when dealing with issues that affect the well-being of children as a way of demystifying the age of consent in the educational sector, which should also be informative not only to teachers but traditional leaders and legal practitioners so as to have a shared understanding of the concept. It is recommended that the age of consent should be the same for both boys and girls just as the age of majority, which is at 18 years.

Views of primary school teachers on value acquisition in virtual museums

The purpose of this study is to evaluate primary school teachers’ views on value transfer in virtual museums. In the research, the phenomenological design, one of the qualitative research methods, was chosen as the research method. The study group of the research consisted of 20 teachers who taught in various primary schools in Almaty, Kazakhstan, in the 2020–2021 academic year. Semi-structured interviews were conducted to obtain data. Teachers value the virtual museums’ cultural heritage, scientific benevolence, aesthetics and patriotism. The quality of museums, teacher effect, student effect and the quality of the activity are factors that teachers find effective in transferring value to virtual museums. Teachers attributed the difficulties in transferring value in virtual museums to reasons originating from the museum, the student and the school. Increasing the number and quality of museums and the variety of activities, choosing the right method, enriching the curriculum, organising parent seminars, raising awareness and motivating students have been categorised by teachers as suggestions for value transfer in virtual museums.
 
 Keywords; Virtual museums, value education, teacher opinions

Willingness to Communicate and Collaborate: The Key Role of Educational Leadership in Primary Education

<p style="text-align:justify">This article aims to explore the views of primary school teachers regarding the educational leadership exercised by leader teachers at the human resource management level, and how this can affect their willingness to communicate and collaborate. The theoretical framework analyzes the dimensions of human resource management by a leader teacher, as a communication channel, team empowerer, and creator of a climate of trust. The research was carried out using quantitative method, with a closed digital questionnaire which was completed by 693 primary school teachers from whole Greece. Initially, the analysis was carried out through descriptive statistics and then selected questions were analyzed by statistical inference test. The findings show a shift towards the model of a transformational leader, despite the country’s education system remaining highly centralized. In addition, the findings show a correlation between democratic and cooperative staff management, with the axes of inspiration and responsibility on the teachers’ side. This article highlights whether the communication skills of a leader teacher affect the functioning of the school. The research was carried out during a pandemic and thus it was not possible to collect qualitative data using interviews with leader teachers so that we can have a comparative approach to the issue.</p>

Adaptation of students to professional activity through innovative technologies

The aim of this research is to reveal the views of primary school teachers, students and parents on distance education activities during the Covid-19 pandemic period, in order to evaluate the adaptation of students to professional activities through innovative technologies. This research was carried out in qualitative research designs in accordance with phenomenology. The data were collected by the researcher through semi-structured interview forms prepared separately for teachers, students and parents. The participants of the study consisted of 10 primary school teachers, 20 primary school students and 25 parents of students who were working in various primary schools in the city of Shymkent, Kazakhstan in the 2020-2021 academic year and agreed to participate in the research voluntarily. As a result of the research, it has been revealed that the majority of teachers, students and parents find the quality of distance education insufficient, they prefer face-to-face education to distance education, and they encounter many problems in the distance education process.
 Keywords: Covid-19 pandemic, distance education, education during the pandemic, quality of distance education

TEACHER'S OPINIONS ON THE EDUCATION OF INCLUSIVE STUDENTS

The purpose of this research is to examine the views of primary school teachers in the education process of inclusive students. The participants of the research were Şht. Mustafa Kurtuluş Primary School teachers. Our participant group of 10 consists of classroom teachers. Research data were collected by semi-structured interview technique, one of the qualitative research methods. The data obtained from the research were analyzed descriptively. As a result, considering the difficulties faced by classroom teachers in inclusion practices in primary schools, and the research findings in order to make mainstreaming education more successful, it can be suggested that all school personnel, especially classroom teachers, be conscious of mainstreaming practices and that sufficient resources and materials should be accessed for resource education. It shows that primary school teachers stated that students with special needs develop academically and socially during the inclusive education process, and that the inclusion practices that they want to be in the TRNC for students with special needs can be achieved with the participation of the families of the students with special needs and the cooperation with the guidance teacher and special education teacher. Classroom teachers support each other by exchanging ideas with other teachers the most. In inclusive education, a more successful inclusive education is considered when the difficulties experienced by classroom teachers in the support education service for students with special needs are minimized and the inclusive practices that are desired to be in the TRNC are realized.
 Keywords: Inclusive Education, Teachers' Views, Students with Special Needs.

Comparative Analysis of North and South Cyprus’ Teachers’ Perceptions of Teachers’ Unions

This study aims to examine the views of primary school teachers from North and South Cyprus on Teachers’ Unions. Qualitative research and a comparative case study method were used for the study. Thirty-seven primary school teachers from North and South Cyprus participated in this study. The data were obtained through interviews and analyzed by the content analysis method. The comparison of the findings of the research suggests that the functions of trade unions are related to the pressing issues of education, teachers, and the nation in both regions. Turkish Cypriots placed emphasis on education-related functions, while for Greek Cypriots teachers-related functions mattered more. Turkish Cypriot teachers assessed the functions of their unions to be more unsatisfactory than their Greek Cypriot counterparts’.

The Teaching Profession from the Perspective of Novice Primary School Teachers – Responsibility and Joy

There is a great deal of interest in researching the perception of teachers about their first years in teaching; however, the research does not often focus on examining the views of primary school teachers. This is despite the fact that their multidisciplinary training, their multidimensional role, and their teaching practice, usually tied to one class group, may lead to their different perception of the first years in practice and therefore to other needs in the field of their support. This article will present the results of a questionnaire survey focused on the perception of the teaching profession during the first years of practice among graduates of the Primary School Teacher Training study programme at the Faculty of Education of Charles University. The respondents show a positive attitude towards the profession; they say that teaching brings them joy and fulfilment. At the same time, they are aware of the great responsibility that the profession brings. From their answers it is clear they have a strong emotional connection to the children and they are interested in their cognitive development. The results of the survey also show that the respondents are sensitive to society’s underestimation of the importance and complexity of the teaching profession. Keywords: newly qualified teacher, novice teacher, beginning teacher, teacher induction, primary school teaching, perception of the teaching profession