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Need Satisfaction and Frustration among Early Career Teachers: Implications for Teacher Induction <p>The early years of teaching are often marked by high workload, classroom management challenges, and inconsistent support, contributing to stress and attrition among early career teachers (ECTs). Teacher induction programs are intended to address these challenges, but most studies focus on the presence or absence of support and on which actors provide it, rather than on how ECTs themselves experience that support. This limits our understanding of when collegial relationships provide meaningful support and when they fail to do so for ECTs. Guided by Self-Determination Theory (SDT), this study explored how actors in the collegial support network satisfy or frustrate ECTs’ basic psychological needs for autonomy, relatedness, and competence. We conducted semi-structured interviews with 40 ECTs (M_age = 25.1 years; 42.2% female) teaching in Flemish secondary schools. Thematic analysis revealed that competence satisfaction was most prominent in the quotes, particularly in relation to subject expertise, classroom management, and feedback from mentors and colleagues. At the same time, competence frustration was also salient, especially when ECTs struggled with misbehaving students, administrative tasks, or limited subject-specific support. Relatedness and autonomy needs were less frequently mentioned and when mentioned support, often came from informal collegial ties rather than formal induction structures. By centering ECTs’ perspectives, this study advances understanding of the quality of induction support. Findings underscore the value of strengthening collegial networks and integrating need-supportive practices to help ECTs navigate the challenges of the induction phase.</p>

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Need satisfaction and frustration among early career teachers: implications for teacher induction

  • 期刊论文

  • 发表日期：

    2025年12月8日

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  • Silke Hellebaut,
  • Leen Haerens,
  • Mikael Quennerstedt,
  • Ruben Vanderlinde,
  • Arne Bouten,
  • Veronique Shiwa,
  • Katrien De Cocker

摘要

Need Satisfaction and Frustration among Early Career Teachers: Implications for Teacher Induction

The early years of teaching are often marked by high workload, classroom management challenges, and inconsistent support, contributing to stress and attrition among early career teachers (ECTs). Teacher induction programs are intended to address these challenges, but most studies focus on the presence or absence of support and on which actors provide it, rather than on how ECTs themselves experience that support. This limits our understanding of when collegial relationships provide meaningful support and when they fail to do so for ECTs. Guided by Self-Determination Theory (SDT), this study explored how actors in the collegial support network satisfy or frustrate ECTs’ basic psychological needs for autonomy, relatedness, and competence. We conducted semi-structured interviews with 40 ECTs (M_age = 25.1 years; 42.2% female) teaching in Flemish secondary schools. Thematic analysis revealed that competence satisfaction was most prominent in the quotes, particularly in relation to subject expertise, classroom management, and feedback from mentors and colleagues. At the same time, competence frustration was also salient, especially when ECTs struggled with misbehaving students, administrative tasks, or limited subject-specific support. Relatedness and autonomy needs were less frequently mentioned and when mentioned support, often came from informal collegial ties rather than formal induction structures. By centering ECTs’ perspectives, this study advances understanding of the quality of induction support. Findings underscore the value of strengthening collegial networks and integrating need-supportive practices to help ECTs navigate the challenges of the induction phase.