A Case Study On Novice Teachers' Interpersonal Adaptation

Our country is confronted with a series of significant social transformation in terms of the urban-rural integration,which gives priority to the adaption of individuals to the urban-rural different culture and the adaption of the urban-rural culture.Thus,teachers not only have to accommodate a new social atmosphere in the context of U-R integration but the new work condition in terms of the new communicational regulation as well.Among all these,adapting the interpersonal relationship is a key factor to the career of teachers,novice teachers' interpersonal adaptation produces an effect on their professional development.In this context,researcher focus on the adaptive dilemma which teachers have to face,decided to study novice teachers' interpersonal adaptation,and adopted qualitative research to analyze novice teachers' interpersonal adaptation.The research object of this study is three novice teachers of S middle school in Lanzhou,the study describes the three teachers' interpersonal adaptation in work,analyzes the problems in novice teachers' interpersonal adaptation,explores the hidden concept and gives some suggestions to improvement novice teachers' interpersonal relationship.The core part of this thesis is about three teacher C,P,Z,and analyzes their relationship with students,colleagues,parents,school leaders in school,discuss the interpersonal cognition,interpersonal behavior and interpersonal emotion in three teachers.Basing on the three themes,researcher means to reveal such a phenomenon that education democracy,cultural diversity and power manipulate novice teachers' interpersonal adaptation.And at the end of this thesis,the researcher put forward three strategies to improve novice teachers' interpersonal relationship: working together building interpersonal cognition,adjusting the relevant interpersonal emotion positively,holding together conducting interpersonal behavior.Researcher hope that the three suggestions can help middle school novice teachers adapt to the school interpersonal environment as soon as possible,establish a harmonious interpersonal relationship,promote novice teachers' professional development.