First-Year Teachers Seek Mentoring and Stress Management During a Pandemic
Abstract
This qualitative study closely examines the experiences of three novice teachers (NTs) during their student teaching semester and first year of teaching. Through these three participants we explored the experiences of NTs who entered the profession during a global pandemic that intensified the challenges of entering the teaching profession. Semi-structured interviews were conducted at four key points—prior, at the beginning of, during, and at the end of their first year. Findings from data analysis showcased NTs’ challenges and commitment to (a) managing time, space, and weariness and (b) seeking support. Understanding the experiences, both pandemic-related and not, of these NTs provide teacher educators, school leaders, and policymakers insights to support novices and potentially improve teacher retention.
Department(s)
School of Teaching, Learning and Developmental Science
Document Type
Article
Publication Date
1-1-2023
Recommended Citation
Davis, Tammi R.; Daley, Sharon; Sydnor, Jackie; and Ascolani, Margaret, "First-Year Teachers Seek Mentoring and Stress Management During a Pandemic" (2023). Faculty Scholarship. 680.
https://bearworks.missouristate.edu/articles00/680
Journal Title
Research on Teacher Stress Implications for the Covid 19 Pandemic and Beyond
