The influence of social working environment on beginning teachers’ outcomes

The influence of social working environment on beginning teachers’ outcomes

• Christelle Devos, Université catholique de Louvain, Belgique

• Catherine Van Nieuwenhoven, Université catholique de Louvain, Belgique

doi : https://dx.doi.org/10.18162/fp.2016.311

Résumé

While the induction period is a nightmare for some beginning teachers, it is a stimulating and blossoming time for others. The present article focuses on the role of the social working environment in novice teachers’ experience. It is based on two quantitative studies that have investigated the relationships between dimensions from the social working environment (e.g., climate, support) and aspects of new teachers’ well-being (e.g., emotional wellbeing, self-efficacy, intention to remain in the profession). The statistical results from these studies are presented and discussed in the light of theoretical frameworks and practical implications.

Abstract

While the induction period is a nightmare for some beginning teachers, it is a stimulating and blossoming time for others. The present article focuses on the role of the social working environment in novice teachers’ experience. It is based on two quantitative studies that have investigated the relationships between dimensions from the social working environment (e.g., climate, support) and aspects of new teachers’ well-being (e.g., emotional wellbeing, self-efficacy, intention to remain in the profession). The statistical results from these studies are presented and discussed in the light of theoretical frameworks and practical implications.