Induction Needs of Beginning Teachers of Primary Schools: Unmatched Challenges

The present study seeks to explore the induction challenges of beginning teachers in the school environment. As a qualitative study, this phenomenological research used semi-structured interviews for data collection. The key data for the study were collected from 22 beginning teachers graduated from Teacher Training University with one and two years of service. From the perspective of this group, the induction challenges of beginning teachers in the first primary schools were classified in three categories including: Individual challenges, professional challenges, and organizational challenges. The sources that could cause individual challenges are early-service tensions and anxieties, lack of support and isolation, and adaption with colleagues. Professional challenges could be caused by classroom management, content management and effective teaching, students’ assessment, addressing the students’ needs, trust and communicating with parents. And organizational challenges could arise from familiarity with the school, familiarity with the school practices, resources and population of students.