The purpose of this study was to investigate the differing needs that second career teachers face in their first year of teaching, as compared to the needs of first career teachers in their first year of teaching. In order to compare and contrast these two groups, it was necessary to query these teachers, and the principals who worked with them during this challenging, first year. Data was collected from a small group of purposefully selected participants from three separate schools. A focus on the interaction between novice teachers and their principals provided insight into the initial attraction at the interview, the orientation and induction processes and the year long support system that was offered.
The areas of planning and preparation, classroom environment, instruction and professional development were first analyzed for the novice teacher in general, and then for the second career teacher. These second career teachers bring certain skills and life experiences to their new jobs, thus influencing the way other educators perceive them, and the type of support others offer them.
Qualitative case study research was used in this dissertation in order to gain a better understanding of the challenges facing both first and second career teachers and to explore the relationship these new teachers had with their principals. By focusing on a small number of research subjects, the researcher was able to explore, in depth, the experiences encountered during the first year of teaching.
Recommendations for school policy and practice include development of comprehensive orientation and induction processes, a formal mentorship program that provides a means of on-going support, and recognition of the critical role principals play in welcoming the new teacher and overseeing the on-going mentorship process. Finally, there needs to be a recognition that second career teachers need a different type of support, tailored to their specific needs, that is different than the support system for first career teachers.
