TY - JOUR
T1 - ‘This environment will change you’
T2 - Risk factors faced by newly qualified teachers in special education needs schools for learners with physical disabilities
AU - Kuboni, Samukelisiwe
AU - Mawila, Daphney
N1 - Publisher Copyright:
© 2024 The Author(s). Journal of Research in Special Educational Needs published by John Wiley & Sons Ltd on behalf of National Association for Special Educational Needs.
PY - 2024
Y1 - 2024
N2 - Newly qualified teachers face several risk factors when entering the teaching profession as novice teachers. This study addressed the gap in knowledge by exploring the risk factors they face in special educational needs schools for learners with physical disabilities. Eight newly qualified teachers were selected purposefully as participants for this study. Qualitative techniques such as a focus group and semi-structured interviews were used to collect data. Thematic data analysis was used to analyse data. Emotional challenges, lack of support from school authorities, inadequate induction and training, resource shortages and poor maintenance of infrastructure emerged as risk factors faced by newly qualified teachers. In alignment with these findings, the study underscored the role of policymakers, school administrators and teacher training institutions in developing interventions to combat the risk factors faced by newly qualified teachers in special educational needs schools for learners with physical disabilities.
AB - Newly qualified teachers face several risk factors when entering the teaching profession as novice teachers. This study addressed the gap in knowledge by exploring the risk factors they face in special educational needs schools for learners with physical disabilities. Eight newly qualified teachers were selected purposefully as participants for this study. Qualitative techniques such as a focus group and semi-structured interviews were used to collect data. Thematic data analysis was used to analyse data. Emotional challenges, lack of support from school authorities, inadequate induction and training, resource shortages and poor maintenance of infrastructure emerged as risk factors faced by newly qualified teachers. In alignment with these findings, the study underscored the role of policymakers, school administrators and teacher training institutions in developing interventions to combat the risk factors faced by newly qualified teachers in special educational needs schools for learners with physical disabilities.
KW - newly qualified teachers
KW - physical disabilities
KW - risk factors
KW - special educational needs schools
UR - http://www.scopus.com/inward/record.url?scp=85206674914&partnerID=8YFLogxK
U2 - 10.1111/1471-3802.12729
DO - 10.1111/1471-3802.12729
M3 - Article
AN - SCOPUS:85206674914
SN - 1471-3802
JO - Journal of Research in Special Educational Needs
JF - Journal of Research in Special Educational Needs
ER -