Answer:
Teaching is a noble profession that has been chosen by many for various reasons. Some choose it because they are passionate about making a difference and believe that teachers have the ability to provide future generations with the stimulation to become lifelong learners. Others choose it because they love being around children and believe that teaching is more of a mission than a job. For some, it is a culmination of a process of reflection about what they want to do with their life and education, and they find inspiration in their own teachers.
However, there is a teacher shortage in many schools, particularly in economically disadvantaged districts. High teacher turnover rates in schools negatively impact student achievement for all the students in a school, not just those in a new teacher’s classroom. These rates are highest in schools serving low-income students and students of color. Constant churn exacerbates staffing difficulties that lead to shortages.
Expectations and reality are often very different in teaching. For example, there is a perception that teachers only work from 8-3 each day. This is the time they actually spend with their students. Any teacher will tell you that this only represents a portion of what is required of them. Teachers often arrive early and stay late. They must grade and record papers, collaborate with other teachers, plan and prepare for the next day’s activities or lessons, attend faculty or committee meetings, clean and organize their classrooms, and communicate with family members. Many teachers continue to work on these things even after they go home.
The role of a new teacher is complex and challenging. New teachers face particular contextual challenges in beginning to teach. The biggest cultural mismatch between teachers and students is found in urban schools. More of these discouraging factors seem to be concentrated and combined in the urban setting. The individuality of students, lack of resources, and varying levels of parental involvement are some of the challenges that new teachers face.
The role of a new teacher is complex and challenging. New teachers face particular contextual challenges in beginning to teach. The biggest cultural mismatch between teachers and students is found in urban schools. More of these discouraging factors seem to be concentrated and combined in the urban setting. The individuality of students, lack of resources, and varying levels of parental involvement are some of the challenges that new teachers face. Research shows that high teacher turnover rates in schools negatively impact student achievement for all the students in a school, not just those in a new teacher’s classroom. These rates are highest in schools serving low-income students and students of color. Constant churn exacerbates staffing difficulties that lead to shortages.