Anatomy of success and failure: The story of three novice teachers

This paper focuses upon describing and analysing the induction and integration
of three novice teachers in their schools, and explores the emotional and social
factors which influenced these processes. During their graduate year from the
teacher preparatory programme, these teachers acquired teaching positions in
central Israel. Using a qualitative inquiry perspective, four themes emerged:
reception at school, involvement with the principal and the teaching staff,
communications with pupils and developing attitude towards the profession and
towards work. It seems that the integration of in-system support factors, such as
the principal and teaching staff, with support elements from among the pupils,
facilitated a successful induction to teaching. More attention from the school
principal and emotional and professional support from the school faculty may
improve novice teachers' integration and adaptation in school, consequently
supporting their future professional success. Some adaptations for teacher education
programmes are suggested in order to improve the induction process.
Recommendations for professional and emotional support during the first year of
teaching are also offered