Supporting Newly Qualified Teachers Through Teacher Induction in Austria

• In Event: International and Comparative Perspectives on Teacher Induction

Abstract

This study examines the experiences of newly qualified teachers (NQTs) during the first year of implementing the teacher induction phase in Tyrol, Austria, focusing on their perceptions of support they received and challenges they encountered. A multiphase mixed methods study was designed, collecting data via survey (N=101) and interviews with NQTs (N=13). Findings show NQTs found the personal and social support they received more helpful than the professional support, and regression analysis reveals the perceived quality of the professional support was related to NQTs’ overall judgement of the induction phase. Among the main challenges facing NQTs, interview data revealed that stress and insecurity was usually caused by high workload, the effort of combining study for a Master’s degree with work, and irregular meetings with mentors.

Author

• Vasileios Symeonidis, University of Education - Freiburg
  Presenting Author