Induction Challenges Experienced by Novice Teachers Teaching in Villages and Small Towns

Abstract

Designed as descriptive correlational survey research, this study aimed to investigate induction
challenges experienced by novice teachers teaching in villages and small towns and whether those challenges
differ significantly by demographic variables. The sample was determined through snowball sampling and
consisted of 210 novice teachers teaching in various villages and small towns in Turkey. The data were
analyzed through descriptive and inferential statistics. The general results revealed that the most frequently
experienced induction challenges were related to workload, social status and teacher identity, relationships
with principals/inspectors, and classroom management. Inferential analyses indicated that those challenges
did not vary by age, gender, and workplace; whereas there were significant differences with respect to the
educational level the participants teach at and their teaching fields.