An Investigation into the Factors that Militate Against Recently Trained Teachers Implementing New Ideas
The purpose of this study was to determine some of the factors that affect the performance of newly trained teachers in Antigua and Barbuda and to also determine the perceptions of these teachers on their actual performance. The literature review suggested that several factors including the school...
| Main Author: | |
|---|---|
| Format: | Dissertation (University of Nottingham only) |
| Language: | English |
| Published: |
2009
|
| Online Access: | https://eprints.nottingham.ac.uk/23505/ |
| _version_ | 1848792581222170624 |
|---|---|
| author | Spencer, W. Anthony.A |
| author_facet | Spencer, W. Anthony.A |
| author_sort | Spencer, W. Anthony.A |
| building | Nottingham Research Data Repository |
| collection | Online Access |
| description | The purpose of this study was to determine some of the factors that affect the performance of newly trained teachers in Antigua and Barbuda and to also determine the perceptions of these teachers on their actual performance. The literature review suggested that several factors including the school climate, school leadership and the teacher as a unique individual, can significantly impact the performance of the newly trained teachers. This mixed methods study involved the use of structured interviews and a questionnaire survey and the findings suggest that, indeed, many new teachers feel hampered by inadequate preparation, insufficient support by colleagues and school leadership and also by lack of ready access to physical resources.
With regard to the teachers’ self assessment of their performance, the literature suggests that teachers often rate themselves more highly than external assessors do and the findings of this study offer some support for this view. In general, the teachers believe that, in spite of obstacles faced, they are implementing much of what was taught on the training programme. They have attempted to adopt a wide range of practices advocated on the training programme and this attempt has met with mixed results. Among the key recommendations arising from this study is the development of adequate support systems to assist the newly trained teachers as they transition to their new roles as autonomous classroom teachers. |
| first_indexed | 2025-11-14T18:46:41Z |
| format | Dissertation (University of Nottingham only) |
| id | nottingham-23505 |
| institution | University of Nottingham Malaysia Campus |
| institution_category | Local University |
| language | English |
| last_indexed | 2025-11-14T18:46:41Z |
| publishDate | 2009 |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | nottingham-235052017-12-18T22:48:28Z https://eprints.nottingham.ac.uk/23505/ An Investigation into the Factors that Militate Against Recently Trained Teachers Implementing New Ideas Spencer, W. Anthony.A The purpose of this study was to determine some of the factors that affect the performance of newly trained teachers in Antigua and Barbuda and to also determine the perceptions of these teachers on their actual performance. The literature review suggested that several factors including the school climate, school leadership and the teacher as a unique individual, can significantly impact the performance of the newly trained teachers. This mixed methods study involved the use of structured interviews and a questionnaire survey and the findings suggest that, indeed, many new teachers feel hampered by inadequate preparation, insufficient support by colleagues and school leadership and also by lack of ready access to physical resources. With regard to the teachers’ self assessment of their performance, the literature suggests that teachers often rate themselves more highly than external assessors do and the findings of this study offer some support for this view. In general, the teachers believe that, in spite of obstacles faced, they are implementing much of what was taught on the training programme. They have attempted to adopt a wide range of practices advocated on the training programme and this attempt has met with mixed results. Among the key recommendations arising from this study is the development of adequate support systems to assist the newly trained teachers as they transition to their new roles as autonomous classroom teachers. 2009-09 Dissertation (University of Nottingham only) NonPeerReviewed application/pdf en https://eprints.nottingham.ac.uk/23505/1/Factors_Affecting_the_Performance_of_Recently_Trained_Teachers.pdf Spencer, W. Anthony.A (2009) An Investigation into the Factors that Militate Against Recently Trained Teachers Implementing New Ideas. [Dissertation (University of Nottingham only)] (Unpublished) |
| spellingShingle | Spencer, W. Anthony.A An Investigation into the Factors that Militate Against Recently Trained Teachers Implementing New Ideas |
| title | An Investigation into the Factors that Militate Against Recently Trained Teachers Implementing New Ideas |
| title_full | An Investigation into the Factors that Militate Against Recently Trained Teachers Implementing New Ideas |
| title_fullStr | An Investigation into the Factors that Militate Against Recently Trained Teachers Implementing New Ideas |
| title_full_unstemmed | An Investigation into the Factors that Militate Against Recently Trained Teachers Implementing New Ideas |
| title_short | An Investigation into the Factors that Militate Against Recently Trained Teachers Implementing New Ideas |
| title_sort | investigation into the factors that militate against recently trained teachers implementing new ideas |
| url | https://eprints.nottingham.ac.uk/23505/ |