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- Title
Emotional Reactions of Beginning Kindergarten Teachers and their Perception of the Role of the Supervisor at the Stage of Entering the Profession.
- Authors
Firstater, Esther; Gada, Dina; Lifshin, Noga
- Abstract
The working conditions of school teachers and kindergarten teachers, especially beginners, have an impact on their emotions. The work of kindergarten teachers has unique characteristics, as they function both as educators and as principals of autonomous units. From the beginning, the novice kindergarten teacher has to deal, on his or her own, with complex issues, such as his or her relationships with children's parents, discipline problems, coping with children with difficulties, as well as team and budget management. Engaging with these issues is often accompanied by doubts regarding the very choice of the profession, disappointment and frustration. Therefore, providing support to kindergarten teachers is necessary. For this purpose, there is a team of experienced teachers, whose role is to assist and support novice kindergarten teachers. The present article, which is based on the findings of two qualitative studies, poses two questions: 1) What are the emotional reactions of novice kindergarten teachers? and 2) How do they perceive the role of the supervisors, who accompany and guide them? Eighteen novice kindergarten teachers, all of whom, at the time of the study, had five years or less of experience as kindergarten principals, participated in both studies. They were interviewed in a semi-structured interview. The findings show that the kindergarten teachers express feelings of doubt, insecurity, insult, helplessness and loneliness, as well as disappointment with their professional choices. However, they also express feelings of satisfaction and empowerment that stem from their successes and from the support they receive. The latter feelings constitute the basis for the sense of competence that.
- Subjects
KINDERGARTEN teachers; SUPERVISORS; EDUCATORS; PARENT-child relationships; SECURITY (Psychology)
- Publication
Rav Gvanim: Research & Discourse, 2021, pVIII
- ISSN
2789-2050
- Publication type
Article