Abstract:
The purpose of this paper is to report findings derived from a study of the challenges beginning primary teachers working in independent schools are faced with, and the nature of support available. Data was gathered through semi-structured interviews with 21 beginning teachers and their head teachers from three independent schools in Sydney, New South Wales, Australia. Findings revealed that beginning teachers experienced a wide range of multifaceted, complex challenges. The challenges identified included the NSW IT accreditation process as well as the challenges they faced from parents. There were clear discrepancies between what beginning teachers and executives noted as support available, with head teachers reporting a significantly higher quality and quantity of support available than beginning teachers themselves. Findings also indicated that the provision of a mentor does not guarantee better experiences for beginning teachers and that the most supportive mentors were trained, had a clear mentor programme and were made accountable. Beginning teachers identified colleagues, specifically other beginning teachers, as their most crucial and sought form of support.