HomeAbstract of 10th-ictleA Qualitative Study on New Teachers’ Perceptions and Early-stage Functions of Workplace Support

A Qualitative Study on New Teachers’ Perceptions and Early-stage Functions of Workplace Support

  • Nov 26, 2025
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Abstract Book of the 10th International Conference on Teaching, Learning and Education

Year: 2025

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A Qualitative Study on New Teachers’ Perceptions and Early-stage Functions of Workplace Support

Yuko Sen

ABSTRACT:

Recently, early resignations and mental health issues among new teachers have become increasingly serious, and while in-school social support is recognized as a critical factor behind their successful early adjustment, prior research has predominantly focused on quantitative measures such as the presence of such support and individual traits. These approaches have been limited in capturing the dynamic and interpretive processes by which social support is received and made meaningful by the recipients. This study, therefore, aims to explore how a selection of new teachers experienced and interpreted the support they received during their first semester. By examining narratives of both appreciation and discomfort, the study seeks to uncover contextual factors—such as timing, relational dynamics, and interpersonal context—that shaped their perception of support. Semi-structured interviews were conducted in August 2025 with nine new teachers (mean age = 22.8 years, SD = 0.67). The interviews explored support providers, support forms, and relational aspects, with the analysis guided by the modified grounded theory approach (M-GTA). Preliminary observations suggest that casual conversations involving personal interests and out-of-school interactions may serve as key moments in building trust, helping colleagues understand each other beyond their roles as teachers. As such, this study offers a relational perspective on social support, highlighting it not as a one-sided provision but as a co-constructed process shaped by the recipient’s interpretations. Future work will incorporate perspectives from colleagues and administrators to develop a bidirectional model of support, with implications for reshaping how workplace relationships are viewed in educational settings.

Keywords: Collegial Relationships, Interview Study, Mental Health, M-Gta, Teacher Induction