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Impact of Communication
on First Year Teachers
Debra Lynn
Patterson, California State University Fullerton
Debra Lynn
Patterson, Ph.D. is Associate Professor in the Department of Kinesiology at California
State University Fullerton
Abstract
First
year teachers encounter many uncertainties and unexpected challenges. They quickly
learn that becoming a teacher is more than preparing for class and teaching
students. This qualitative study examined eight physical education teachers and
their expectations and perceptions of working with colleagues and
administrators. Results demonstrated the importance of communication in
assisting first year teachers. These findings provide teacher educators, colleagues
and administrators information that can support beginning teachers in
developing and sustaining a successful professional career.
Introduction
The
journey of a first year teacher (FYT) echoes the situational and emotional
highs and lows of adolescent development. Perceptions of school life are
transformed as they become exposed to the realities of teaching. They soon
begin to view life through the lens of a teacher as opposed to a student. Inspecting
the educational world as a teacher brings new, and for many, unexpected
revelations, insight, and challenges. Liston, Whitcomb, and Borko
(2006) reported teacher preparation programs tend to focus too much on theory
and not enough on the practical skills. First year teachers struggle with routine
tasks associated with teaching that veteran teachers handle in very consistent
and effective ways (Liston et al., 2006). Further, many beginning teachers feel
very isolated and reported planning and teaching on their own without any
structured support from veteran teachers (Kardos
& Moore Johnson, 2007).
Armed
with new skills and a deep desire to change the world, FYTs become overwhelmed
with the realities of the profession. They are forced to assume
responsibilities of veteran teachers while learning their job with limited
experience and enhanced professional expectations (Wang, Odell, & Schwille,
2008). In some cases they are given the most challenging students, required to
purchase their own instructional materials, and forced to endure through
inadequate or irrelevant professional development experiences (Esquith, 2003; Wang et al., 2008).
There
has always been a need for well-prepared teachers who radiate a deep commitment
toward servicing others, and who have the emerging skills or potential to
navigate through the land mines of the teaching profession, but the pool of new
teachers, or persons interested in entering the profession have entered
critical levels of decline (Banville & Rikard, 2009). Research that
provides insight how to best support and guide new teachers is essential as
undergraduate, credential, and professional development programs seek to
prepare and equip these individuals to navigate those first critical years of
teaching.
The
review of literature indicates that there is a need to continue to update
current research with the ever changing demands on FYTs. There are several
studies from the 1990’s
that
investigated the lack of support that beginning teachers perceived from their
schools (Smyth, 1995) and specific interactions with colleagues and
administrators that shaped veteran teachers behavior from their first year (Schempp, 1993) to name a few. More recently, Shoval, Erlich, & Fejgin, (2010) explored the professional, personal, and
environmental levels of teaching and the impact they had on shaping the
behavior of beginning teachers. Kardos & Moore
Johnson (2007) reported that over one-half of new teachers in the four states
of their study indicated that they planned and taught alone as well as they
were presumed to be experts along with the veteran teachers. However, there is
still a need to explore the interpersonal dimension of the FYTs realistic expectations,
thoughts, and feelings in relation to working with their colleagues and
administrators.
The
purpose of this study was to examine FYTs expectations and perceptions of
working with their colleagues and administrators. This research examined their
personal journeys from their first days of school to the end of their first
year teaching.
Methods
Participants and
Settings
Eight
first-year physical education teachers who completed their undergraduate and credential
program from the same university in 2007 were chosen for this study. Sample
size reflected the “saturation or redundancy” required bringing legitimacy to
the data (Holliday, 2002), and it was determined that “no new information” was
forthcoming (Merriam, 1998).
Each of
the eight participants found employment as a physical education teacher
immediately following their credential program. Three female and three male
participants taught at the middle school level (students ages 11-13 years old) and
two females taught at the high school level (student ages 14-17 years old).
Research Design
A semistructured interview format was used to gain the most
insight from the participants. The semistructured open-ended questions allowed
the teachers to answer a primary set of questions then based on their responses
the researcher probed with additional questions (Merriam, 1998). The researchers
only asked about questions related to the primary questions that were developed
based on the literature about beginning teachers.
Procedures
The
research was approved by a Human Subjects Committee and participants signed
informed consents prior to the first interview. Pseudonyms were used for the participants.
The one-on-one interviews were audio-recorded and lasted approximately 30-45
minutes. Each participant was interviewed two times during their first year of
teaching. The first interview conducted in October focused on specific
questions about their expectations with colleagues and administrators. The second
interview conducted in June focused on working with colleagues and
administrators.
Data Analysis
Each
interview was transcribed verbatim by a trained graduate student. Data was
validated through member checking (Lincoln & Guba,
1985) and an external audit (Creswell, 2008). Additionally, the researcher listened
to each of the transcriptions to verify that they were transcribed verbatim.
Inductive
analysis was used to identify and organize the patterns and emerging themes
from the data (Patton, 2002). After the researcher concluded with the
individual analysis of the themes an additional trained researcher reviewed the
themes for consistency. This process demonstrated the rigor involved in
accurately identifying the emerging themes within the data.
Results
The
theme of communication emerged and was interwoven throughout the participant
responses in the following interviews.
Interview One
Expectations with Colleagues
The first
interview conducted in October 2007, asked the participants questions about
their expectations with colleagues and their administrators. Several studies
have indicated the importance of colleagues in collaborating with new teachers
in professional growth and learning to teach (Rikard
& Banville, 2010; Kardos & Moore Johnson, 2007).
The three themes that emerged from the data were mentoring and communication.
The participants
expressed their need to have colleagues provide mentoring and support in the
transition from student teacher to teacher. Judy expressed that she wanted,
“Helpful suggestions on how to be an effective teacher.” The expectation of
mentoring was further demonstrated by Kathy who commented, “I expect them to be
there to encourage me and inform me of things that I need to know that I may
not know. I also expect them to give me
constructive criticism when appropriate.
I have also had the opportunity to sit down and talk about teaching
styles.”
Having
the opportunity to establish their own style of teaching with the support of their
colleagues through communication is demonstrated with the following results. Steve
commented that besides help and guidance from his colleagues, they provided an
avenue for his own creativity, “If I
have a question about either what their current policy is on how they do things
or about how to teach something better or a different way, I ask them. With all
their experience, they just say hey here are some ideas that we have. Try them out, see what you think.”
Expectations with Administrators
The
second question in the first interview specifically focused on the participants
expectations with their administrators. The two themes that emerged from the
data included support and communication.
Areas of support ranged from giving constructive criticism, listening and
communicating efficiently, to observing them teach. Susie stated, “I’m expecting them to observe me, especially
this year being my first year…” While Jack indicated, “Listen and
communicate information efficiently, frequently, and repeatedly; repetition is
key! [For the administrators to be a] sounding board to pass ideas, concerns,
and/or problems that affect the entire school, and to observe and offer
constructive feedback to improve teaching styles and techniques.” Kathy expressed,” I expect my administrators
to be understanding that I may not know everything about the school yet but
that I am trying to learn so I want to be included in things. I expect them to be encouraging and give
constructive criticism as well.”
Interview
Two
The second interview conducted in June 2008, focused
on the participants views of working with colleagues and administrators. The
research clearly indicates the need for supportive colleagues and
administrators (Foote
& Solem, 2009; Intrator, 2006; Kardos & Moore Johnson, 2007; Kardos,
Moore Johnson, Peske, Kauffman, & Liu, 2001; Soares, Lock, & Foster, 2008; Wong & Louie, 2002) in assisting with the development of
beginning teachers.
Working
with Colleagues
Two themes emerged when the participants were asked
about how they viewed working with colleagues. They discussed the importance of
a positive tone and communication.
Casey discussed how beginning teachers need to be
objective and avoid thinking that everyone is against you, “To be objective and that everyone
isn’t against you, because there’s a lot of parts of things that you don’t see.
To not get burned out by the naysayers, or the people that there is always
something wrong with them.” David spoke
of staying positive, “I make sure I just don’t complain just to complain. So working with our faculty members, hear
them out and then just try to make things as smooth as possible and don’t burn
bridges with the other staff members.”
Open
communication and professional relationships were vital components in working
with colleagues. Karen stated, “So I think it’s just keeping those pathways of
communication open, rather than shutting down and being our own little P.E.
Department only. It’s just made it so
much nicer of a first year.”
Just as
the FYTs in this study indicated the need for mentoring and support from their
colleagues, the reality for most was that their colleagues just wanted to do
their own thing and let the beginning teachers learn on their own. Kardos et
al., (2001) also found that some of their new teachers were told by veteran
teachers not to concentrate on teaching until their second year and to use the
first year to focus on discipline and management. There is no doubt that this
information highlights the needs for specific support and guidance for beginning
teachers with their colleagues at their school sites and in their departments.
Working with Administrators
Developing
professional relationships and communication were two themes that emerged from
the data when the participants were asked about their thoughts in working with
administrators. Casey discussed that administrators should be treated fairly,
“The biggest thing that I’ve learned is that administrators are people too and
they make mistakes and that every day they learn how to do their job better.” Susie
commented on the importance of showing effort in getting to know the
administrator, “That they aren’t as scary as they might have seemed at the
beginning. I know, for example, my
principal, I was really intimidated to go and talk to her about things and I
think that’s because I felt, she’s my boss and I just didn’t want to say
something wrong around her or something.
Once you do communicate with them and, for example, I chaperoned a dance
and I was able to talk with her at a more personal level and it just opened
things up. They’re not that scary. I was
scared at first.” Judy reiterated, “Get to know them and basically getting
involved.”
The participants
discussed the importance of communicating with their administrators. The actual
learning to know when and when not to bring discussions to their administrators
was demonstrated by the following comments. Jack stated, “The most significant
thing I was always taught was to try to solve as many things that I can on my
own but then always keeping the administrator in loop of things in regards to
any situation even if it might seem a miniscule.” David reported a unique and
positive experience, “We have a small school here, mainly just the principal. I work directly with him. Our offices are right next to each
other. I pretty much speak with him
every day so we have a great relationship … But he’s a key...one of the big
reasons why I’m planning on sticking around here longer than I think I originally
planned on doing.”
Discussion
The
participants in this study reinforce beliefs imparted by beginning teachers
across all disciplines. Communication plays a vital role within the day to day
work at a school site with colleagues and administrators. Results from this
study indicated that colleagues are the primary source of support and guidance,
and that relationship becomes critical. These findings are consistent with Hewit (2009) who reported that new teachers are less likely
to leave the profession if they feel supported by the school and have developed
friendships with their colleagues. New teachers feel very isolated and need to
develop a safety net of support.
Interestingly,
the results of this study do counter previous findings that beginning teachers
rely on principals as the primary source of support and guidance (Brook &
Grady, 1998). The participants in this study clearly suggested that principals
need to be approachable, supportive, and incorporate face to face discussions.
First
year teaching is a challenge, and more needs to be done to help these young
professionals as they assimilate into the field of education. The open
communication and professional relationships forged that first year appeared to
be vital for their retention. Colleagues
and principals need to work hard to make that socialization process as seamless
as possible to ensure our best teachers stay in the profession and continue to
educate effectively. Teacher preparation programs need to address the findings
of this study with preservice teachers who will be entering the teaching
profession. Emphasis must be placed on educating preservice
teachers on the essential communication skills necessary to develop effective
relationships with colleagues and administrators.
Conclusion
The
first year physical education teachers in this study expressed their
expectations of working with colleagues and administrators. They discussed
their personal journeys and how they learned to work with or without the
support of their colleagues and administrators. Communication emerged as the
most important aspect in supporting new teachers. Open communication between
veteran teachers and beginning teachers must be encouraged from the start of
the school year. Administrators must play a key role in providing opportunities
for both groups of teachers to work together throughout the year. Advantages of
first year teachers may be their ability to bring new ideas and strategies to
share with the veteran teachers. In return the veteran teachers share the realities
of teaching in their school and strategies to support the needs of their
specific students. Teacher educators, colleagues, and administrators must all
share in the responsibility of providing a supportive environment that will
nurture first year teachers into successful professionals.
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