Validation of a Typology of Novice Teachers' Support Needs and Comparative Analysis Based on Sociodemographic Characteristics

McGill Journal of Education. McGill University, 3700 McTavish Street, Montreal, Quebec H3A 1Y2, Canada. Tel: 514-398-4246; Fax: 514-398-4529; Web site: http://mje.mcgill.ca

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22

Beginning Teachers; Factor Analysis; Classification; Teacher Characteristics; Comparative Analysis; Age Differences; Gender Differences; Employment Level; Teacher Attitudes; Instructional Program Divisions; Guidelines; Needs Assessment; Teaching Methods; Classroom Techniques; Individualized Instruction; Socialization; Beginning Teacher Induction; Psychological Needs; Foreign Countries

1916-0666

The first years of teaching are challenging. Knowledge of the kind of support new teachers require is essential. Existing typologies date back from the 1980s and the early 2000s. The aim of this article is twofold: 1) to validate a typology of novice teachers' support needs using confirmatory factor analysis and 2) to compare these needs in relation to different sociodemographic characteristics (gender, age, employment status, teaching level, and field of study). The quantitative data were drawn from a survey (N = 156) of new teachers. The validated typology highlights five types of support needs. Some key differences emerge from the comparative analyses based on respondents' age, employment status, and field of study. The results presented could help serve as a framework for better targeting the support to be offered to beginning teachers.

As Provided

2020

EJ1253552