A Case Study On Novice Teachers' Interpersonal Adaptation Of Occupation In Primary School

The newly-service stage is a key period for teachers' professional development. The experience of professional development, which novice teachers acquire in the entry phase, will affect the orientation and attitude of their professional development. The biggest problem, which novice teachers face in their initial stage of the professional development, is the occupational adaptation. What's more, interpersonal adaptation of occupation is not only related to whether they can have healthy attitude, but also whether they can get more support and assistance in order to integrate into the collective in schools. Interpersonal adaptation of occupation is an important problem for novice teachers, which is also the key to their professional development.This study takes qualitative method which sparkles in society science research, and mainly uses the "narrative research". The researchers penetrate into the location of teachers' teaching life to observe and understand the status of occupation interpersonal adaptation. In this study, four novice teachers from different regions in Shanghai and different types of primary schools are chosen. Many events, which occurred in their interpersonal communication, had a "deep description". Through these stories, this study tries to show the real scenarios of novice teachers' interpersonal adaptation of occupation. In addition, this study also unscrambles and analyzes the stories of the four novice teachers, based on it we try to explore the main factors which affect novice teachers' interpersonal adaptation of occupation, and provide some corresponding actualized strategies.There are many factors which affect novice teachers' interpersonal adaptation of occupation, and in this study they will be analyzed in terms of the novice teachers' personal elements and the schools where novice teachers work. Personal elements include personality trait, knowledge and skills and so on. School elements include the content of inductive training, the schools' internal guidance, the teachers' culture of the school, the principals' trust and concern and so on. In response to these factors, this study suggests that: novice teachers should enhance their interpersonal awareness, promote self-reflection; the schools should expand the content of inductive training, standardize the school's internal guidance, and create natural, co-operational teachers' culture. What's more, the principals should strengthen their trust and care to the novice teachers.