The challenges of beginning teachers in urban primary schools

Figures & data

Table 1. Characteristics of the teachers.

Starting teachers at urban primary schools (n = 15)
Sex
Male	0
Female	15
Years working as a teacher
First year	7
Second year	3
Third to fifth year	5
School population
Low SES and/or culturally diverse backgrounds	5
Mixed	5
High SES	5
Age
20–30 years	12
30+	3
Class (ranges from 1–8)
Lower grades	6
Middle grades	6
Higher grades	3

Table 2. Problems raised by the teachers.

Problem	School population
	High SES	Mixed	Low SES and/or culturally diverse backgrounds
Frequently mentioned problems
High workload, significant stress	2	3	3
No guidance & support at school	3	3	1
Contact with parents	4	1	0
Less frequently mentioned problems
Lack of structure in the school organisation and lack of information/administration	2	1	1
Dealing with children who require special attention	1	1	1
The planning of schooldays and organisation of class work	0	1	2
Dealing with new tasks	2	0	0
Carrying the full responsibility of a class	0	1	1
Constraining personal perfectionism and desire for control	1	1	0
Children’s home situation/upbringing	0	0	2

Table 3. International challenges recognised as problems by the teachers.

Problem	School population
	High SES	Mixed	Low SES and/or culturally diverse backgrounds
Cultural diversity
1. Cultural background of children	0	0	3
2. (Cultural) background of parents	5	1	3
3. Second language learners	0	2	2
Differences
4. Diversity	3	0	1
5. Adaptive education	3	2	3^a
6. Children at risk	4	4	3
Violence and poverty
7. Violence, insecurity	2	0	3
8. Children’s home situation	0	2	5

Note: N = 15 (5 per school type).

^a Problem was only discussed with three of the teachers from this group.