An understanding and Life experience of novice teachers from the process of introduction to recruitment (studied by teachers employed between 2015 and 2018)

The main aim of the present paper is to examine the understanding and experience of the lives of novice teachers in the process of Introduction to recruitment. The research method is applied in terms of its purpose and in terms of the nature of a qualitative research based on the phenomenological approach. All teachers and trainers employed from 2015 to 2018 have been selected as the target of the population. The sampling method was a snowball in that, 12 interviews implement to reach the data saturation stage. The output of the interview categorized in 6 main themes, 22 categories and 89 coded concepts. The results showed that teachers had a good experience from the Introduction to recruitment, expressing unpleasant experiences and legal knowledge at the first days of employment as an experience. Teachers' expectations of the program have been weakened, including the recruitment of two requirements and performance management that is most relevant to the needs of the most recent trainee teachers and trainers. There are also, the categories of introduction with in-organization processes, role-based learning and organizational learning, including the training needs of teachers at the time of recruitment. Teachers regard the most important duty-side concerns as two themes of emotional support and justifying the initial considerations, and factors such as tension and anxiety, inappropriate organization and management weakness, including issues and problems of recruitment from the viewpoint of teachers.