Skip to content Skip to navigation




Recently Viewed

This feature requires Javascript to be enabled.


Module by: doris boms. E-mail the author

Summary: Novice teachers should be provided with the right curriculum standards, adequate supplies of materials, the procedures and polices of the school. Principals should create an integral relationship with novice teachers and show them care, this will help create an environment in which students can feel safe to share their thoughts in classroom with teachers.


Teachers are role models to the student. What a teacher does and how he/she composes himself determine if the is self discipline or not.

A teacher is someone who transmits knowledge gained to the students.

Teaching is the act of impacting unknown knowledge to the learner i.e deductive and inductive learning, starting from, known to unknown knowledge which could be expressed as teaching methods or type of teaching method. A teacher becomes a manager when he/she is involved in classroom management.

Every new teacher enters the educational field ready to change students’ lives. Filled with hopes, ideas, and excitement, they file into classrooms and begin classroom preparations for their first year.

Novice educators appears to be easily and quickly overwhelmed by the task of teaching and often frustrated by unsuccessful attempts to understand the workings of a school’s formal and informal culture.

The pace at which novice teachers adapt and develop and the choice either to stay or leave the profession appear to be related to a principal’s involvement with beginning teachers. School teachers are the curators of education and the stewards of the learning environment. Principals are responsible for facilitating the transition of individuals from a university program or a business career into the educational settings. Throughout this process, principles are expected to identify novice teacher’s strengths and areas of improvement and provide a plethora of support to address those needs.


To understand the needs of novice teacher and the actions required of principal, a review of the professional and popular literature was warranted which revealed four theme of the relationship between school principles (leaders) and novice teachers.

  1. 1) Theme of relationship
  2. 2) Theme of expectation
  3. 3) Theme of perception
  4. 4) Theme of teacher development

Theme of Relationship

Principals must cultivate a positive relationship with the teaching staff, they should build an effective and efficient rapport with the teachers by readily available to guide, advise and empower teachers by modeling acceptance and praise. Support can be affordable to teachers through direct classroom interaction by observation, class visits, formal and informal reviews and reflective feedback in instructional effectiveness. The assignment of a doable teaching load and recognition of new teacher’s successes are essential ingredients that can positively propel a new teacher’s sense of confidence.

The principal must be actively present and available to assist with the needs and concerns of novice teachers, as well as build relationships and trust with them, using communication skills that reflect a noncombative, open style where questions and concerns are welcomed.

Finally, principals should encourage novice teachers, by asking them to throw questions and adopt ways to celebrate individual success, and this should not be viewed as a sign of weakness but success. Finally, principals must assist novice teachers in the understanding of and integration into the environment in which they work. By doing this, the novice teachers become aware of the dynamics of the school culture and identify their ability of function as members of a community.

Though a new teacher’s understanding of the dynamics and influences of a school’s culture is essential, it is equally important to cultivate peer relationships between novice and experienced teachers.


Novice teachers need to understand their roles and responsibilities as well as their position in the school organization in order to be effective instructors. “Highly effective” principals are accountable for disseminating expectation information in an efficient manner to increase novice teacher effectiveness. Novice teachers must know what is expected of them in terms of classroom management, student discipline, documentation of student progress and the implementation of curriculum and instructional strategies. When novice teachers have a clear understanding of what is expected of them and work in a school environment that reiterates those expectations continuously, they are more likely to increase their loyalty and take ownership in their specific school, but if novice teachers are not able to fully understand the roles and responsibilities that their principals expect them to fulfill, it may lead to increased frustration, and that frustration can easily lead to dissatisfaction and ultimately, teacher turnover.

Combined with role definition, highly effective principals should provide adequate resources to assist novice teachers success in the classroom and novice teachers need access to the resources that facilitate their success in teaching.


Perception includes principals and teacher. Effectual principals hold realistic views about novice teachers’ employment performance and provide services that assist new teachers to develop and sustain skills for successful classroom instruction. Principals should recognize the importance of perception when dealing with new teacher success. They must also enter into a new relationship with a novice teacher with a positive attitude and a sense of perceived success for the teacher. Cheng and Cheung (2004) found that novice teachers felt more successful in the classroom when their self perception and that of their administrators were aligned; research also supported the notion that novice teachers felt more accepted by their colleagues when it was perceived that they were initially accepted by their principal.

Finally, novice teachers are encouraged to suspend negative or biased perception that may have been acquired through previous experiences with administrators and allow an effectual principal opportunities to provide a positive environment conducive to new teacher professional development.


Effective principals implement meaningful mentioning programs that promote positive collegial interaction and support. Thus includes pairing novice teachers with trained, experienced mentors while providing them time to meet and discuss their development.

A strong teacher mentoring program facilitates the sharing of information to the novice teachers about both the professional work of a teacher and the daily job of classroom teaching to assist them in being adequately prepared and engaged in the educational process.

Pairing should also provide a comprehensive professional development opportunities for their novice teachers.

Finally, a professional development plan is not complete until some significant amount of time is spent on assessing data pertinent to student achievement. Student success is a distinctive indicator used to assess teacher success. Principals must establish a process that trains teachers on data analysis, progress monitoring and using data to create plans of action for struggling and higher achieving student. Effectual principals create this environment and facilitate its functioning at levels appropriate for both the novice teacher and the school as a whole.


After training, novice should be able to adopt the following:

  1. 1) Attention Getting Device:- Novice teachers should create an effective way of attracting the student’s attention, teach the students a hand-clap pattern or some other visual or auditory aid, by been authoritative in your voice and facial appearance that will make the students know that you need silence and eyes on you. Practice it to make sure they know it. Use it frequently
  2. 2) Establish the Importance of Listening:- Teach the students the say back game (feed-back). After the teacher has spoken or any students, has spoken questions should be asked to the class, by doing this the teacher tends to get their attention and finding out if they were actually listening or not. The simple say back, increases students awareness of how they pay attention.
  3. 3) Establish a theme for desired behaviour: The desired behaviour has to do with care and love. The teacher must have a theme or a brand in his/her classroom. For instance, tell the students that by listening to one another, we care for one another, and also when a student is disruptive in misusing the classroom resources e.g. leaving the cap of the marker or pen so that the pen dries out, you ask the student “Are you showing care to the classroom instrument? By doing this, the teacher is creating responsiveness and self-disciple on the students.


  1. 1) Boredom:- Sometimes lectures can be boring due to the topic or the teaching method used. When students are bored, they frequently look around the classroom some tend to sleep. To help this situation, the teacher should be lively, originate exciting teaching method to lecture boring topics and finally, the teacher should position himself where his eyes can see all students.
  2. 2) Frustration:- This is sometimes caused by hunger, maltreatment, emotional stress and classroom work for such students is too difficult. They are usually silent and make no contribution. The teacher should move about freely, create groups of students with different abilities, give praise or support and also ask such students questions.
  3. 3) Low self esteem:- This is as a result of past failure. When a student repeats a class, they go into their shell and don’t want too associate with others. To assist such student teachers should observe very well, ask them questions, and also group such students with the bright and intelligent ones, support individual by spending extra time helping the student.


Novice teachers should be provided with the right curriculum standards, adequate supplies of materials, the procedures and polices of the school. Principals should create an integral relationship with novice teachers and show them care, this will help create an environment in which students can feel safe to share their thoughts in classroom with teachers.


Bodycott, P., Walker, A., & Lee Chi Kin, J. (2001): More than heroes and villains: Pre-services teacher beliefs about principals. Education Research, 43 (1), 15-17.

Brendle-Corum, A., & Haynes, J. (2004): Four ways to support new teachers. Principal, 84(1),61.

Brock, B., & Grady, M. (1997): Principals: The guiding light for new teachers. Momentum, 28, 52-55

Brock, B., & Grady, M. (1998): Beginning teacher induction programs: The role of the principal. Clearing house, 71(79-83).

Brock, B., & Grady, M. (2007): From first-year to first rate: Principal guiding beginning teachers. Thousand Oaks, CA: Corwin Press.

Content actions

Download module as:

Add module to:

My Favorites (?)

'My Favorites' is a special kind of lens which you can use to bookmark modules and collections. 'My Favorites' can only be seen by you, and collections saved in 'My Favorites' can remember the last module you were on. You need an account to use 'My Favorites'.

| A lens I own (?)

Definition of a lens


A lens is a custom view of the content in the repository. You can think of it as a fancy kind of list that will let you see content through the eyes of organizations and people you trust.

What is in a lens?

Lens makers point to materials (modules and collections), creating a guide that includes their own comments and descriptive tags about the content.

Who can create a lens?

Any individual member, a community, or a respected organization.

What are tags? tag icon

Tags are descriptors added by lens makers to help label content, attaching a vocabulary that is meaningful in the context of the lens.

| External bookmarks