واكاوي مشكلات نومعلمان در سال هاي آغازين فعاليت در مدارس ابتدايي

The first years of teaching are often the most challenging an‎d concerning years of teachers’ professional lives. Therefore, the present study was conducted with the aim of analysing the problems faced by novice elementary teachers an‎d identifying strategies for their improvement, using a phenomenological method an‎d interviews. The potential participants included all novice elementary teachers in Shahrekord who taught during the academic years 2021–2024. The research participants consisted of 21 novice elementary teachers in Shahrekord who were teaching during the academic years 2021–2024, selec‎ted purposefully through the recommendation of principals. The data collection instrument was semi-structured interviews. The results were analysed using thematic analysis based on Braun an‎d Clarke’s (2006) approach. According to the findings, three main categories of problems were identified: personal problems, professional problems, an‎d organizational problems. For personal problems, three subcategories were identified: motivational problems, family problems, an‎d psychological problems. For professional problems, three subcategories were identified: lack of comprehensive pre-service an‎d in-service training programs, problems related to parents, an‎d problems related to students. For organizational problems, five subcategories were identified: problems related to colleagues, problems with the school an‎d classroom environment, lack of access to adequate facilities, unfamiliarity with school procedures, an‎d job insecurity. The personal problems of novice elementary teachers included motivational problems (low salary, heavy workload, lack of motivation an‎d interest), family problems (lack of time for family, lack of family support, insufficient time for household responsibilities, an‎d family conflicts), an‎d psychological problems (stress/tension, anxiety, low self-confidence, depression). The professional problems of novice elementary teachers included lack of comprehensive pre-service an‎d in-service training programs (classroom management difficulties, unfamiliarity with qualitative-descriptive eva‎luation, lack of mastery of content, unfamiliarity with modern teaching methods, an‎d inability to selec‎t appropriate teaching methods), problems related to parents (lack of cooperation with teachers, unrealistic expectations of teachers, an‎d parents’ perception of teachers as incompetent), an‎d problems related to students (insufficient knowledge in dealing with students’ problems, lack of screening for students with various disorders, an‎d low student motivation). The organizational problems of novice elementary teachers included problems related to colleagues (lack of emotional support, lack of professional support, lack of trust in novice teachers), problems with the school an‎d classroom environment, lack of access to adequate facilities, unfamiliarity with school procedures, an‎d job insecurity in the current situation. Finally, strategies for improving the situation of novice teachers were proposed.

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