An Ecological Perspective on the Contexts of Novice Teachers’ Agency

Abstract

The number of older teachers in Lithuania has been increasing significantly, thus making the recruitment and retention of beginning teachers particularly important. However, the early years of teaching are often described in the literature as a ‘reality shock’, which may negatively affect novice teachers’ well-being and prompt them to leave the profession. This study examines the contexts experienced by beginning teachers from an ecological perspective.
The study is based on a narrative methodology and interviews with beginning teachers. The analysis highlights past, present, and future contexts that these teachers considered most significant in their journey to becoming teachers and in their teaching experiences. These contexts function as conditions for agency. The findings reveal that close familiarity with inspiring teachers, particularly through family experiences, contributes to reflection and motivation to pursue a teaching career. In the present ecological context, the participants identify significant challenges related to lack of experience, classroom management, and organizational conditions, which increase feelings of uncertainty at the start of their careers. Beginning teachers emphasize the importance of connecting with students and engaging them in the subject matter. Educational policy measures show uneven effectiveness: mentorship often remains superficial, while decisions regarding the workload and remuneration are generally viewed positively. However, teachers’ future prospects remain unclear. Some plan to combine their work with studies or other positions and tend to avoid discussing long-term plans for their teaching careers.
The study highlights the interplay between personal, institutional, and policy-level factors in shaping beginning teachers’ experiences and underscores the need for coherent and sustained induction support within the education system.