Challenges and Supports of Novice English Teachers in Initial Year of Teaching
Abstract
The importance of investigating novice English teachers' experiences cannot be overstated, as it plays a crucial role in addressing the challenges they encounter during their initial years of teaching. Past observations have highlighted support as a key strategy for overcoming the difficulties faced by novice English teachers. This study focuses on novice English teachers at a primary school and a language training center in Jakarta Barat area, selected based on their teaching experience of fewer than five years. The main objectives of this study are to identify the challenges they confronted and examine the support they received. The researcher employed reflective journals and interviews to collect information about various difficulties faced by novice English teachers. These challenges encompass aspects of student behavior, foreign language learning and teaching (the lack of learner proficiency in English, insufficient learner motivation and interest, and student parents’ expectations), a large number of students, and other challenges (self-condition, colleague-related, and students' school equipment). Additionally, the study indicates that novice English teachers do receive support during their early teaching years from co-workers, perceived efficacy, and school policy.
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