New Teachers exhibit varying levels of perception, engagement, and resolution regarding the typical conflicts and tensions in the teaching and classroom environment. According to Beach and Pearson's research (1998), some new teachers avoid or downplay conflicts and tensions by conforming to the established system or authority figure in their workplace. On the other hand, some teachers feel overwhelmed by these conflicts and tensions, finding them too difficult to handle. This overwhelming experience can lead to a sense of losing control, resignation, and a feeling of futility, causing them to desire an escape from the system. 

Conflicts and tensions in education can be grouped into four categories:

• Curriculum and Instruction: Conflicts in curriculum and instruction often arise due to discrepancies between the planned curriculum and its actual implementation within the classroom. These conflicts encompass deviations from the intended curriculum, disagreements regarding material relevance, and clashes between personal beliefs and mandated teaching methods.

• Interpersonal Relationships: Conflicts arise when teachers, students, and administrators interact. These conflicts encompass issues like isolation, challenges in forming connections, and disagreements stemming from different communication styles or interpersonal dynamics. 

• Self-Concept or Role: Conflicts arise from personal self-perception and professional identity struggles. These conflicts encompass the pursuit of acceptance among peers, students, or superiors, adaptability to the teacher role, and the establishment of one's own identity as an educator. 

• Contextual and Institutional: Conflicts are influenced by the broader context and institutional expectations. It involves adapting to the institution's culture, policies, and practices. Conflicts may arise when instructional approaches clash with norms, directives, or a lack of support and resources.

An under-reported aspect that is not commonly discussed among leadership qualities is the ability to handle conflict (Guttman, 2004).

A review of 16 studies by Beach and Pearson (1998) focused on programs that foster reflection among new teachers. In the initial stages of student teaching experiences, the primary focus tends to be on conflicts and tensions associated with developing fundamental teaching techniques. However, as student teaching progresses and new teachers transition into their first year of teaching, they shift their focus away from self-centered approaches to teaching, learning, and relationships, emphasizing their students and their responses to their teaching. Although there is a need for both practices, new teachers must solidify their classroom methods and particular routines.  We know and understand that new teachers work through conflict in various ways, research (Beach & Pearson, 1998) identified three coping strategies for conflicts and tensions:

• Avoidance/denial: Initially, new teachers view conflicts positively and assume they will fade over time, avoiding dealing with them.

• Immediate solutions: New teachers resort to temporary fixes, putting conflicts aside until they become unavoidable.

• Incorporation: New teachers recognize conflicts as part of growth, making positive changes to avoid conflicts and developing clear plans. They create informal support systems with colleagues and administrators.

New Teachers Are Introduced to the Classroom: A Sink or Swim Model

Many new teachers struggle to navigate their early teaching years without structured support such as mentors or state-wide induction programs. In the absence of such support, it becomes essential for these teachers to seek connections with experienced colleagues who can provide valuable assistance.  This is one reason why we started, teachers need help while they are working. Educational Innovation 360 believes that professional development should be included on day 1 in the classroom. By establishing relationships with seasoned educators, new teachers can benefit from networking opportunities, receive teaching observations, and obtain evidence-based feedback on their practices.

Observations from experienced colleagues can offer valuable insights and serve as growth opportunities for new teachers. Unlike formal evaluations conducted by administrators, these observations can be conducted in a more relaxed setting without the added stress. It allows teachers to focus on their development without feeling overwhelmed or judged.

How To Ensure Preventive Measures and Potential Hazards

Good teaching is an ongoing and thrilling journey, and teachers must understand that they will never have all the answers or perfect their craft completely. It is a common misconception to believe that teachers will have everything figured out one day. However, this is far from the truth. 

However, induction programs like Educational Innovation 360 exist to support new teachers during their first two years. These programs aim to limit the number of preparations, classroom changes, and involvement in multiple committees and coaching assignments.

Unfortunately, new teachers often find themselves in challenging situations where they are expected to learn through trial and error. They are often assigned tasks and responsibilities that more experienced teachers would not be given. Providing specific advice for such situations is difficult because each teaching environment is unique.

Experienced Teachers get More Challenging Situations

Ironically, the least experienced teachers are often given the most challenging assignments. However, these difficulties can be mitigated with good planning and effective communication with all stakeholders. Collaborating with colleagues, seeking guidance from mentors, and building relationships with students and their families can provide valuable support for new teachers.

References

Beach, R., & Pearson, D. (1998). Changes in preservice teachers’ perceptions of conflict and tension. Teaching and Teacher Education, 14(3), 337–351. 

Guttman, H. M. (2004). The leader's role in managing conflict. Leader to Leader, 2004(31), 48– 53.