Socialization of the Beginning Teacher: A Theoretical Model from the Empirical Literature
Russell J. Quaglia
Published in Research in Rural Education (Vol. 5, No. 3), this paper examines the experiences and socialization process of beginning teachers. Finds that entry experiences often include unmet expectations that cause stress, frustration, and ultimately lead to exit from the profession. When attributing meaning to surprising events, beginning teachers rely on organizational and individual inputs.