تجربۀ مدیران مدارس ابتدایی از کار با معلّمان جدید‌الاستخدام فارغ‌التحصیل دانشگاه فرهنگیان: مطالعه پدیدارشناسانه

Aarts, R., Kools, Q., & Schildwacht, R. (2020). “providing a good start.concerns of beginning secondary school teachers and support provided”. European Journal of Teacher Education, 43(2), 277-295.

Abdurrahman, K. O. C. A. (2016). “Problems of novice teachers: Challenges vs. support”. Journal of education in black sea region, 1(2).

Al Seyabi, F. (2020). “Values and Dispositions of Omani Novice Teachers as Perceived by School Principals and Assistant Principals”. Higher Education Studies, 10(4), 25-35.

Aitken, R., & Harford, J. (2011). “Induction needs of a group of teachers at different career stages in a school in the Republic of Ireland: Challenges and expectations”. Teaching and Teacher Education, 27, 350-356.

Bosamata, J. (2011). “Induction Experiences of Beginning Secondary Teachers in Solomon Islands. Master Theses”, University of Waikato.

Borrero, N., Ziauddin, A., & Ahn, A. (2018). “Teaching for Change: New Teachers' Experiences with and Visions for Culturally Relevant Pedagogy”. Critical Questions in Education, 9 (1): 22- 39.

Botty, M. R., Mohd, T. Z., Shahrill, M., & Mahadi, M. A. (2015). “Connecting students’ achievements with attitudes, the teachings and study habits”. Mediterranean Journal of Social Sciences.

CharleSton-Cormier, P. A. (2006). Novice Teachers’ Perceptions of Their First Year Induction Program in Urban Schools. Ph. D dissertation, Texas A & M University.

Dayan, U., Perveen, S., & Khan, M. I. (2018). “Transition from pre-service training to classroom: Experiences and challenges of novice teachers in Pakistan”. FWU Journal of Social Sciences, 12(2), 48-59.

Dickson, M., Riddlebarger, J., Stringer, P., Tennant, L., & Kennetz, K. (2014). “Challenges faced by Emirati novice teachers”. Near and Middle Eastern Journal of Research in Education, 2014(1), 4.

Farrell, T. S. (2019). “My training has failed me: Inconvenient truths about second language teacher education”. TESL-EJ, 22(4), 1-16.

Feaster, G. J. (2020). Supporting Novice Teachers in Struggling Schools: Exploring a Mentoring Program's Components.

Fives, H., D. Hamman, and A. Olivarez. (2007). “Does burnout begin with student teaching? Analyzing efficacy, burnout, and support during the student-teaching semester”. Teaching and Teacher Education 23, 916–934.

Friday, E., & Friday, S. S. (2002). “Formal mentoring: Is there a strategic fit?” Management Decision, 40 (2), 152-157.

Fry, S. W., & Anderson, H. (2011). “Career changers as first-year teachers in rural schools”. Journal of Research in Rural Education, 26(12), 1-15.

Gaikhorst, L., Beishuizen, J., Roosenboom, B., & Volman, M. (2017). “The challenges of beginning teachers in urban primary schools”. European Journal of Teacher Education, 40(1), 46-61.

Gersten, R., Keating, T., Yovanoff, P., & Harniss, M. (2001). “Working in Special Education: Factors that Enhance Special Educators' Intent to Stay”. Exceptional Children, 67, 549-567.

Gholam, A. (2018). “A Mentoring Experience: From the Perspective of a Novice Teacher”. International Journal of Progressive Education, 14(2), 1-12.

Goddard, R., O'brien, P., & Goddard, M. (2006). “Work environment predictors of beginning teacher burnout”. British Educational Research Journal, 32(6), 857-874.

Gordon, S. P. (1991). How to Help Beginning Teachers Succeed. Alexandria, VA: Association for Supervision and Curriculum Development.

Gordon, S., & Maxey, S. (2000). How to help beginning teachers succeed. Alexandria, VA: Association for Supervision and Curriculum Development.

Gudrate, Hossein and Hassani, Reza. (2015). “Reconstructing the meaning of the experience of the process leading to divorce among divorced women in Mashhad using grounded theory approach”, Social Sciences (Ferdosi University of Mashhad), 12(2)169-195. [in Persian]

Harmsen, R., Lorenz, M., Maulana, R., & van Veen, K. (2018). “The relationship between beginning teachers' stress causes, stress responses, teaching behaviour and attrition”. Teachers and Teaching: Theory and Practice, 24(6), 626-643.

Hematyar, Zahra, Abdulahi, Bijan, Noh Ibrahim, Abdulrahim and Zainabadi, Hassan Reza. (2019). “Identifying the dimensions and behavioral components of visionary educational leaders in primary schools; Qualitative and phenomenological research”. School Management, 7 (3): 143-160. [in Persian]

Hirsch, S. E., Randall, K., Bradshaw, C., & Lloyd, J. W. (2021). “Professional Learning and Development in Classroom Management for Novice Teachers: A Systematic Review”. Education and Treatment of Children, 1-17.

Howard, L. F. (2006). Ready for Anything: Supporting new teachers for success. Englewood, CO, ALP: Advanced Learning Press.

Huling-Austin, L., Odell, S., Isher, P., Kay, R., & Edelfelt, R. (1989). Assisting the beginning teacher. Reston, VA: Association of Teacher Educators.

Irannejad, Mansoura; Ali Asgari, Majid; Musapour, Nematullah and Niknam, Zahra. (2019). “Analyzing the needs of beginning service of new primary education teachers: heterogeneous challenges”. Higher Education Curriculum Studies, 10(20), 289-308. [in Persian]

Kamyabe, Sharif. (2020). “Examining the required knowledge of new chemistry teachers of Farhangian University for teaching experimental science in the first secondary school”, the 11th National Conference on Chemistry Education of Iran, Isfahan. [in Persian]

Kempen, M. E. (2010). “Guidellines for an Effective Staff Induction Progrmme at a Special School in Gauteng: A Case Study”. University of South Africa.

Kim, K. A., & Roth, G. L. (2011). “Novice teachers and their acquisition of work-related information”. Current Issues in Education, 14(1), 1-28.

Kraft, M. A., Brunner, E. J., Dougherty, S. M., & Schwegman, D. J. (2020). “Teacher accountability reforms and the supply and quality of new teachers”. Journal of Public Economics, 188 (3): 10- 39.

Lundeen, C. A. (2004). “Teacher development: The struggle of beginning teachers in creating moral (caring) classroom environments”. Early Childhood Development and Care, 174 (6), 549-564.

Mahvar, T., Farahani, M. A., & Aryankhesal, A. (2018). “Conflict management strategies in coping with students’ disruptive behaviors in the classroom: Systematized review”. Journal of Advances in Medical Education & Professionalism, 6(3), 102.

McCarthy, C. J., Lambert, R. G., Lineback, S., Fitchett, P., & Baddouh, P. G. (2015). “Assessing teacher appraisals and stress in the classroom: Review of the classroom appraisal of resources and demands”. Educational Psychology Review, 28, 577–603.

Mirzaee, A., & Rahimi, M. (2017). “An investigation on relationship between Iranian EFL teachers'creativity and classroom management strategies and learners' improvement”. Journal of Advances inEnglish Language Teaching, 5(4), 31-45.

Mortazavizadeh, Seyyed Heshmatullah and Hosni, Mohammad. (2022). “Analyzing novice teachers' lived experiences of the challenges of teaching in multigrade classes”. New Educational Approaches, 16(1): 115-140. [in Persian]

Mohammadi, Mahdi; Naseri Jahormi, Reza; Mohammad Jafari, memory; Safari, Maryam; Education, Parisa; Mirghafari, Fatemeh and Naseri Jahormi, Raheel. (2020). “A phenomenological approach to the experiences of new teachers from the first year of teaching”, Scientific Journal of Teaching Research, 8(4): 123-144. [in Persian]

Mohammadi, Hassan and Yazdakhasi, Ali. (2021). “Explaining the challenges and concerns of new teachers and their management solutions”. the first national conference of applied studies in education and training processes, Bandar Abbas. [in Persian]

Nguyễn Thị Trúc, T. (2020). "An Investigation into efl novice teachers' difficulties and their strategies in teaching young learners (Doctoral dissertation, Trường Đại học Trà Vinh).

Ozturk, M., & Yildirim, A. (2013). Adaptation challenges of novice teachers. Hacettepe Universitesi Egitim Fakultesi Dergisi, 28(1), 294-307.

Pennington, M. C., & Richards, J. C. (2016). “Teacher identity in language teaching: integrating personal, contextual, and professional factors”. RELC journal, 47(1), 5– 23. https://doi.org/10.1177/0033688216631219.

Ramrathan, L., & Mzimela, J. (2016). “Teaching reding in a multi-grade class: Teachers’ adaptive skill and teacher agency in teaching across grade R and grade 1”. South African Journal of Childhood Education, 6(2), 1-8.

Reitman, G. C., & Karge, B. D. (2019). “Investing in Teacher Support Leads to Teacher Retention: Six Supports Administrators Should Consider for New Teachers”. Multicultural education, 27(1), 7-18.

Romatowski, J. A., Dorminey, J. J., & Van Voorhees, B. (1989). Teacher induction programs: A report. (ERIC Document Reproduction Service No. ED 316 525).

SALEEM, A., MUHAMMAD, Y., & MASOOD, S. (2021). Novice Teachers’ Perceptions of Students’ Behavioral Challenges Instigating Emotional Self-Regulation Challenges in Classroom Management.

Sali, P., & Kecik, I. (2018). “Challenges of First Years of Teaching in Turkey: Voices of Novice EFL Teachers”. English Language Teaching, 11 (4), 117- 131.

Saleem, A., & Muhammad, D. Y. (2020). “Negative emotions and self-created challenges of novice public-school teachers in managing classroom”. Journal of elementary education, 29(2), 178-195.

Saberi, Leila. (2021). “Comparing the effectiveness of the basic knowledge of the in-service teacher training course from the perspective of experienced and novice Iranian female English teachers”. Scientific-Research Quarterly of Women and Society, Marvdasht. [in Persian]

Senom, F., Zakaria, A. R., & Ahmad Shah, S. S. (2013). “Novice teachers‟ challenges and survival: Where do Malaysian ESL teachers stand?” American journal of educational research, 1(4), 119-125.

Sezer, S. S. S. (2017). “Novice teachers’ opinions on students’ disruptive behaviours: A case study”. Eurasian. Journal of Educational Research, 69, 199-219.

Shahi, Sakineh; Khwaja Kulki, Esfandiar.; Mehr Alizadeh, Yadaleh and Marashi, Mansour. (2022). “The first year program for novice teachers, requirements and challenges”. Iranian Political Sociology Monthly, 5(12): 169-184. [in Persian]

Simonsen, B., & Myers, D. (2015). Class wide positive behavior interventions and supports: A guide to proactive classroom management. New York, NY: The Guilford Press.

Sohail, T., Khalid, H., Shahed, S., Qureshi, U., Javed, Z., & Islam, S. (2016). Daily Hassles Checklist for School Teachers. Pakistan Vision, 17(2), 1-19.

Taneri, P. O. (2004). “A Study on Novice Classroom Teachers’ Problems with Regular and Alternative Certificates”. Unpublished Master’s thesis. Middle East Technical University. Ankara.

Tamir, E. (2020). “The effects of teacher preparation on student teachers' ideas about good teaching”. Australian Journal of Teacher Education, 45 (4): 1- 17.

Taghipour, Hossein Ali; Keshavarz Lashkanari, Ruholah Vysuf Rashidi, Ali Asghar. (2017). “Content knowledge of teachers' methods and its effect on students' academic progress”. Iran and the world modern research conference in management, economics, accounting and humanities, December 2017, first period. [in Persian]

Thomas, P. (2016). My way or the highway: The development and use of behavior management and schooldiscipline. Retrieved from http://scholars. indstate.edu/handle/10484/12085.

Wygal, M. T., (2016). Supporting New Teachers through Induction Programs: New Teacher Perceptions of Mentoring and Instructional Coaching. Ph. D dissertation, Falls Church, Virginia.

Yaqub Nejad Qain, Nasser; Behrangi, Mohammadreza and Zainabadi, Hassan Reza. (2015). “What do novice teachers expect from parents? Findings of a qualitative-quantitative research in primary schools in Tehran”. Journal of Educational Sciences, 22(2): 5-20. [in Persian] .