First year teacher expectations versus actual experience

First-Year Teachers' Expectations Compared to Their Actual Experience

When people set foot in a foreign country for the first time, their mixed reactions, including anxiety, frustration, and helplessness, to vastly different environments have been termed "culture shock" (Chapdelaine & Alexitch, 2004). Similarly, new teachers setting foot into the classroom for the first time tend to experience a wide range of reactions to their new environments that may be vastly different from what they had come to expect. To the extent that these expectations are congruent with the reality they encounter on the job during their first year may be the extent to which new teachers remain in the profession. In this regard, Mastropieri (2001) notes that, "It is important to examine the experiences of our first-year special education teachers to understand what happens and identify variables associated with positive experiences" (p. 66). Therefore, identifying incongruities between expectations and realities of first-year teachers' experiences may also serve to identify opportunities for improving their educational process before they enter the profession, a process that directly relates to the research purpose of this study which is discussed further below.

Research Purpose

The purpose of this study is to review the relevant literature and the results of a series of semi-structured interviews with first-year teachers to examine their initial expectations compared to their actual on-the-job experience.

Review of the Literature

The experiences of many first-year teachers are comparable to the difficult adjustment period that any individual goes through in a new job where the must learn how things are "really done" rather than how they have been described to them in textbooks and lectures. For instance, according to McBride (2000), "The threshold phase is the first year of teaching or probationary period, when teachers are confronted with all the responsibilities of a teacher for the first time and have to learn how to cope with the associated problems" (p. 119). Likewise, Mcdonough (2009) emphasizes that, "A first-year teacher negotiates multiple responsibilities, faces pressure to prepare students for the state achievement tests, develops relationships with colleagues, and experiments with curriculum and pedagogy" (p. 528).

It is reasonable to assert that most new teachers recognize that they do not know everything about what goes on in classrooms today, but it is equally reasonable to assert that they have formulated some distinct expectations about what is involved that may or may not pan out. In this regard, McBride (2000) adds that the first year on the job for new teachers is a critical period in which they must apply what they have learned while balancing the need to gain acceptance from their coworkers, students and administrators. In fact, McBride terms this critical first-year period as the "survival" period: "This phase is often called the 'survival' period. Beginning teachers focus mainly on the day-to-day mastery of their new job and strive for acceptance by students, colleagues and school management" (p. 119). Further, new teachers frequently based their expectations concerning what awaits them in the classroom on their own experiences as a student. For example, Kane (2000) notes that, "To the observer, teaching may look easy. Years of watching good and bad teaching as a student may provide the uninitiated with a notion of what works in the classroom and what should be avoided. But being a passenger is hardly the same as steering" (p. 1). When new teachers are forced to "steer" the classroom boat for themselves, many find the help of mentors invaluable. For instance, a quantitative study by Whitsett, Roberson and Beckham (2007) found that mentors could help new teachers modify their teaching styles to accommodate the specific needs of their students. Likewise, the findings of a qualitative review by Wang, Odell and Schwille (2008) confirmed that mentors can help improve new teachers' level of comfort in the classroom, but that administrator support was important as well.

Therefore, in order to "survive" the first year of teaching, new teachers must navigate a number of obstacles and challenges, some of which they may have expected to encounter and for which they are prepared, but there will inevitably be surprises and some rude awakenings concerning the harsh realities of managing a classroom full of youthfully exuberant students who may not care a whit about what their new teacher expects. As one teacher emphasized after completing her probationary period, "The first year is tough" (Leahy, 2000, p. 160). When the incongruence between first-year teachers' expectations and this harsh reality they encounter in the classroom is sufficiently large, it may result in the teacher simply leaving the profession rather than continue to experience this disparity between expectations and reality. This point is made by a National Education Association representative who advises, "All of us who have ever been in the classroom know how daunting the first year can be. Today's new teachers face additional, unprecedented challenges" (Chase, 2000, p. 2).

These "unprecedented challenges" run the gamut from overcrowded classrooms to dwindling state budgets for education and everything in between. In this regard, Chase adds that, "There are now students with babies, guns, and disabilities, students without discipline or hope, classrooms in disrepair, politicians and communities that are antagonistic toward public education, more diverse and demanding student populations -- and expectations that teachers act as substitute social workers and parents" (2000, p. 2). When new teachers encounter these types of environments in the classroom and the larger communities in which they function, it is little wonder that many decide that teaching is not for them and turn their professional interests elsewhere (Martinez, 2004). As Chase points out, "All of this can be extremely demoralizing. Not surprisingly, the highest attrition rate among teachers occurs in their very first year of teaching. We can't afford to lose such fresh talent" (p. 2). The reaction of one first-year teacher is perhaps reflective of the wider sentiments that result from a high degree of incongruence between expectations and reality:

It is not at all what I expected. Nothing prepares you for what it is really like. You get a form, you get a duty, you get a lunchtime club to run, you get after school revision club, you get marking, you get parents evenings, you get 300+ exams to mark, you get 300+ reports to write. I don't blame anyone who wants to leave. (Bubb, 2004, p. 91)

Based on his qualitative interviews with and quantitative surveys of winning candidates for the Sallie Mae Award, Daughtery (2003) found that a majority of these award-winning teachers were satisfied with the preparation they received in their college education programs. For instance, Daugherty notes that, "Many teachers were fully satisfied with their college preparation programs. They reported a high level of readiness for teaching, crediting teacher education programs that emphasized hands-on experiences in actual school environments" (2003, p. 458). The fundamental differences between theory and the realities of the classroom were also highlighted in the Daughterty's survey: "They noted how much more effective it was to experience class situations 'live' than 'read case studies' or 'be lectured on the subject of interactive teaching!' 'You can get straight 'A's in your education courses,' concluded one teacher, 'but the true test comes when you enter a real classroom'" (2003, p. 459). Even the teachers who received some experience in "actual school environments" felt that more needed to be done, though, to help new teachers "hit the ground running" by addressing some of the day-to-day issues that are typically encountered in schools. Likewise, a qualitative study by Certo (2006) of four first-year teachers found that there was more need in college preparation courses for the day-to-day activities that are required to manage a classroom effectively. In this regard, Daugherty adds that, "Many teachers requested more practical ('nuts and bolts') instruction regarding the daily operation of the school. They suggested the need for training in areas such as class advising, how to get children on school buses, behavior towards secretaries and custodians, and handling controversial teaching units such as health" (2003, p. 459). Although these were award-winning teachers, it is reasonable to suggest that these observations can be applied to almost any new teacher, and even teachers who do not win awards have a wealth of information to share with newcomers to the profession that relates to the theoretical framework used in this study which is discussed further below.

Theoretical Framework

It was the theoretical framework on this study that the expectations of first-year teachers could be discerned through a series of semi-structured interviews that allowed interviewees the opportunity to expand on different issues that were discussed in ways that an unstructured or structured interview would provide. This theoretical framework is consistent with the guidance provided by Klandersman and Staggenborg (2002) who cite the advantages of a semi-structured interview approach compared to the structured interview format: "In a semi-structured interview the interviewer relies on an interview guide that includes a consistent set of questions or topics, but the interviewer is allowed more flexibility to digress and to probe based on interactions during the interview" (p. 92). This approach is also consistent with a qualitative study conducted by Couvier, Brandon and Prasow (2008) who emphasize the need to learn about the experiences of first-year teachers "in their own voice" (p. 261).

Background for the Study

Four high school teachers from different schools who had completed their first year of teaching were recruited to participate in the semi-structured interviews used to achieve the above-stated research purpose.

Research Design/Methodology

Following the review of the relevant literature above, the next step in the research project was to conduct the series of semi-structured interviews. The interviews were all recorded using a handheld recorder with mini-cassettes and transcribed using a borrowed transcription machine afterwards. All of the interviewees were consented prior to the start of the interviews. Two of the five interviews were conducted face-to-face with the interviewees at their schools after hours, and the other three were conducted telephonically, all using the semi-structured interview format shown in Tables 1 through 5 below to help ensure uniformity of responses and to assist in identifying the major themes and issues that emerged from the interviews.

Findings and Results

Table 1

Results of Semi-Structured Interview with Teacher No. 1, "Maxwell"

Question

Summary of Response

How well do you think your education prepared you for what you encountered during your first year of teaching?

We studied a lot of theory, of course, and things like effective classroom management techniques but I have to say that when push comes to shove, theory goes out the window and you just have to rely on your intuition and instincts to get the job done. My students have been top-notch but keeping a lid on them can be tough. All in all, college taught me how I could teach but I didn't learn how to really teach until I'd taken some lumps and learned the ropes.

What are some of the biggest surprises, positive and/or negative, that you experienced during your first year on the job?

One of the biggest surprises was just how smart these kids are and how eager most of them are to learn. I had read all the surveys about how ignorant high school students are in this country like everyone else and I expected to find the same thing in my classes but by and large, I couldn't have been more wrong.

Do you feel like you received enough support from your peers and administrators during your first year?

My principal assigned me a mentor before I even really got started, and that helped a lot. She told me how things got done in the school and showed me around so I wouldn't be completely lost at first. I remember she even called me a home a few times to see how I was doing and if I needed any help. At first, I was kind of reluctant to admit I needed her help because I didn't want her to think I was stupid or anything, but after a few weeks, I started asking her questions, lots of questions, that hadn't occurred to me before. Yes, the support I received from my peers and principal was great.

What are some of the things that helped you survive your first year on the job?

Well, besides the mentor, just going to work every day with the thought that "I can do this" in the back of my mind helped. After awhile, I actually started to believe it, too.

What advice would you give to teachers just starting their careers?

Keep an open mind and keep trying. Things may seem wacky and unfamiliar at first but you can shape the job to suit yourself after you get some experience.

Do you intend to remain in the teaching profession? Please cite some specific reasons either way.

Absolutely. I love this job and the people I work with and the young minds that come to class each day.

Table 2

Results of Semi-Structured Interview with Teacher No. 2, "Whitney"

Question

Summary of Response

How well do you think your education prepared you for what you encountered during your first year of teaching?

Our professors told us what to expect and tried to give us the tools that would help us during our first few years, but I didn't think I would make it even that first year. All of that stuff they told us in school was not anything like what I found in my classroom, and I remember thinking, 'Good grief! What have I gotten myself into here?"

What are some of the biggest surprises, positive and/or negative, that you experienced during your first year on the job?

I found that just one or two troublemakers in a class can make teachers' lives miserable, and we've had some violence between students that scared me because I wasn't sure how to handle the situation. In fact, I was tempted to quit after one such incident but my friends assured me that things would get better with time so I stuck with it.

Do you feel like you received enough support from your peers and administrators during your first year?

That's a tough question really. Many of my peers are also my friends but I haven't really been able to open up about all of the things that have worried me because I'm scared they will think I'm not up to the challenge or don't know what I'm doing. It would probably have been more helpful if some advice was volunteered instead of my having to seek it out, but that's my problem.

What are some of the things that helped you survive your first year on the job?

There's a couple of online teachers' forums that I visit occasionally when I'm having problems that I'm not really comfortable talking with my friends and peers about. Just being able to get some things off my chest has helped, but the teachers in there have some more experience than I do, and I listen to what they have to say. That's helped a lot.

What advice would you give to teachers just starting their careers?

I read something in a teacher's forum I was visited a few weeks after I started teaching that has really stuck with me ever since and it would probably help others too. I was having trouble communicating some math concepts because I was relying strictly on the text and using terms I'm not sure the students completely understood. Another teacher told me, "If they aren't learning the way you're teaching, you have to teach the way they learn." I took this advice to heart and the next day I tossed out everything I had been using and just winged it, using terms I was sure the kids would understand and that's when I got the "ah-ha!" moment from the students I'd been having problems with. That was a great feeling! I think that was when I decided this was what I wanted to do for sure.

Do you intend to remain in the teaching profession? Please cite some specific reasons either way.

As far as I can tell, there's nothing else I'd rather do with the rest of my life. The first year was hard but to tell you the truth, now I wouldn't trade it for anything.

Table 3

Results of Semi-Structured Interview with Teacher No. 3, "Jennifer"

Question

Summary of Response

How well do you think your education prepared you for what you encountered during your first year of teaching?

What we learned in college was like day and what I ran into in my classes was like night. I was totally unprepared for what an overcrowded classroom was really like and I just wanted to turn around and go back home. In retrospect, I don't think we covered any of the pragmatic things that teachers need to help them get started.

What are some of the biggest surprises, positive and/or negative, that you experienced during your first year on the job?

Besides the night-day thing, which was definitely negative, there have been some positive things as well but these took a few months. Some of the most important surprises that I remember include my students wishing me a happy birthday without my having told them it was, and watching a young men who had been failing turn his grades around and become a good student after I took the time to help him one-on-one.

Do you feel like you received enough support from your peers and administrators during your first year?

I probably couldn't have made it through that first year without my mentor. Even if I didn't have any questions or need any help, it was reassuring to know that he was there in case I did. I relied on his advice about how to handle a disruptive student and that helped make the classroom environment more conducive to learning, and he showed me how to use all of the IT equipment properly so I wouldn't show myself up when it came time to use it in class. We also had some workshops for me and the four other new teachers that came on board when I did, and we were able to draw on the advice of teachers with years and years of experience under their belts during these. I think the school went out of its way to help us succeed.

What are some of the things that helped you survive your first year on the job?

My mentor helped immensely to be sure, but just talking to other teachers about my daily lessons helped too.

What advice would you give to teachers just starting their careers?

I'd tell them, 'Never give up, never stop trying, never say die. You can do this if you put your mind to it.'

Do you intend to remain in the teaching profession? Please cite some specific reasons either way.

I've given that more thought than a dedicated teacher should I guess, but yeah, I'll probably continue to teach unless something better comes along. I may go back to school to get my masters but I've also been thinking about a career in the military lately, so it's hard to tell at this point.

Table 4

Results of Semi-Structured Interview with Teacher No. 4, "Robyn"

Question

Summary of Response

How well do you think your education prepared you for what you encountered during your first year of teaching?

[laughs] I felt like I was loaded for bear when I walked into my classroom that first day. I was ready for anything -- I thought. We had gone over this stuff in college time and again and even visited some high school classes as observers a couple of times so I thought I knew what to expect, but I couldn't have been more wrong. I'm not sure if being observers in the classes we attended made a difference or not, but I think my students were testing me to see just how far they could go and what they could get away with for a long time.

What are some of the biggest surprises, positive and/or negative, that you experienced during your first year on the job?

Teaching is harder work than I thought it would be. Now, don't misunderstand me. I'm sure not afraid of hard work, but I was under the impression that teachers put in a full day and that was that. Little did I know that some days ran 12 hours or more. Between meetings with students and parents, grading tests, taking care of paperwork and the million other things that teachers are required to do, I'm exhausted by the end of the day.

Do you feel like you received enough support from your peers and administrators during your first year?