Novice teachers' job satisfaction and coping strategies: Overcoming contextual challenges at Qatari government schools

Teaching and Teacher Education 67 (2017) 340e350

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Teaching and Teacher Education journal homepage: www.elsevier.com/locate/tate

Novice teachers' job satisfaction and coping strategies: Overcoming contextual challenges at Qatari government schools Youmen Chaaban a, *, Xiangyun Du b, c a

College of Education, Qatar University, Al Jamia St, Al Tarfa, 2713 Doha, Qatar Department of Educational Sciences, Qatar University, Al Jamia St, Al Tarfa, 2713 Doha, Qatar c Department of Learning and Philosophy, Aalborg University, Fredrik Bajers Vej 5, 9100 Aalborg, Denmark b

h i g h l i g h t s
The sources of job satisfaction differed among novice and experienced teachers.
Direct-action and palliative strategies were key in overcoming contextual challenges.
Novice teachers need to develop coping strategies to deal with contextual challenges.
Findings emphasized a need for support practices at the university and school levels.

a r t i c l e i n f o

a b s t r a c t

Article history: Received 3 May 2017 Received in revised form 30 June 2017 Accepted 6 July 2017

The first years of teaching are challenging and how novice teachers cope has important implications for their satisfaction. The current study examined the perceptions of five novice and five experienced teachers about sources of their job satisfaction, challenges they faced, and coping strategies they employed. Findings show that novice teachers’ satisfaction, or otherwise, was related to their aspirations, self-efficacy beliefs, and school context. They experienced challenges that differed from their more experienced peers. The paper highlights the similarities and differences in the coping strategies employed by the participants. Implications for future research and the development of support practices are presented. © 2017 Elsevier Ltd. All rights reserved.

Keywords: Job satisfaction Contextual challenges Coping strategies EFL teachers Support practices

1. Introduction Teaching is a highly complex profession comprising a multitude of challenging situations (Mansfield, Beltman, Broadley, & Weatherby-Fell, 2016). Across several occupations, teachers have been found to experience the highest levels of stress and dissatisfaction (Lomas, Medina, Ivtzan, Rupprecht, & Eiroa-Orosa, 2017). As a result, many teachers leave the profession specifically during the first five years (Gaikhorst, Beishuizen, Korstjens, & Volman, 2014). Despite evidence suggesting that teacher effectiveness peaks after these few years, many teachers do not stay long enough to reach this level of expertise (Fantilli & McDougall, 2009). In several

* Corresponding author. E-mail addresses: [email protected] (Y. Chaaban), [email protected] (X. Du). http://dx.doi.org/10.1016/j.tate.2017.07.002 0742-051X/© 2017 Elsevier Ltd. All rights reserved.

countries, the high attrition rate of novice teachers has resulted in a shortage of qualified teachers, who would have the largest impact on student achievement (Ingersoll & Strong, 2011). According to international research, novice teachers may experience several challenges as they adapt to their new roles as professionals. During the transition from support and dependence
, 2010), to sole responsibility and independence (Le Maistre & Pare novice teachers have been described as experiencing praxis shock (Veenman, 1984), reality shock (Huberman, 1989) or transfer shock (Caspersen & Raaen, 2014). Feiman-Nemser (2012) portrays this transition period as “a time of intense learning” and “intense loneliness” (p. 10). Alternatively, while all teachers experience work-related stress at some point in their careers, most teachers cope successfully (Hakanen, Bakker, & Schaufeli, 2006), even when they are still novice (Tait, 2008). Resources available within the school context help teachers overcome job demands and increase the prospects of

Y. Chaaban, X. Du / Teaching and Teacher Education 67 (2017) 340e350

job satisfaction (Caspersen & Raaen, 2014). Additionally, novice teachers may employ or even learn the kinds of coping strategies that allow them to overcome contextual challenges and construct a €lto € , Soini, & Salmelabetter working environment (Pietarinen, Pyha Aro, 2013). Several studies have, therefore, examined the contextual factors associated with teacher job satisfaction as a way to diminish, or perhaps prevent, the large numbers of new teachers leaving the profession (Lam & Yan, 2011). To this point, the negative aspects of teaching have dominated the literature on novice teachers (Mansfield et al., 2016; Tait, 2008). Therefore, the current study aimed to draw a constructive illustration of the teaching profession by examining teacher job satisfaction and the coping strategies that teachers at different stages of their careers employ to overcome contextual challenges and manage their first few years. 2. The current study: context and purpose Studies conducted in different countries confirm the high attrition rate among novice teachers (Caspersen & Raaen, 2014; Gu & Day, 2013; Ingersoll & Strong, 2011; Lam & Yan, 2011; Mansfield et al., 2016). However, the situation in Qatar differs in significant ways from these countries, despite concerns about the quality of teachers and the high turnover rates. Since the number of novice teachers graduating from the local teacher preparation program is insufficient, many teachers are recruited from neighboring Arab countries. The large number of expatriate teachers has created a mobile teaching force and increased the likelihood of attrition. Adding to the problem, novice teachers begin their work in schools without formal induction programs. Novice teachers are expected to take on a full teaching load to the same extent as their experienced peers. Furthermore, the complexity of the work required of teachers in Qatari government schools seems to increase as a result of the unstable educational policy landscape. After a comprehensive reform initiative in 2004, teachers are confronted with new policies every year. Such reforms have focused on the standardization of teachers' professional appraisal and accountability for student achievement. The reform has also been accompanied by established curriculum standards, prescribed textbooks, and specified assessment procedures. According to researchers, similar reforms have been found to disturb the stability of teachers’ work, and contribute to low levels of motivation, commitment, and job satisfaction (Day & Gu, 2007). While the research on novice teachers is growing internationally, there is little research investigating the experiences of novice teachers in the Gulf region (Dickson, Riddlebarger, Stringer, Tennant, & Kennetz, 2014; Ibrahim, 2012), and no research that targets the Qatari context. Research asserts the importance of providing support practices that are compatible with the problems that teachers experience in their school contexts (Gaikhorst et al., 2014). Therefore, the findings of the study address the way schools can accommodate for novice teachers’ needs and inform policy makers, administrators, and teacher educators about the way that support practices can be made more practical and relevant for all teachers. With the belief that teaching remains a complex profession, novice teachers were further compared to their more experienced peers to draw conclusions as to their future needs. In this regard, there exist few studies that contrast the perspectives of novice and experienced teachers on aspects such as job satisfaction and coping strategies (Caspersen & Raaen, 2014). By comparing novice and experienced teachers, the study aimed to identify the contextual challenges they faced, whether they resorted to similar coping strategies, and whether they experienced the same sources of job satisfaction. It can be expected that several differences exist in the

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way novice teachers react towards contextual challenges (Bennett, Brown, Kirby-Smith, & Severson, 2013). The current study, thus, adds to the extant literature on improving working conditions for English as a Foreign Language (EFL) teachers from the beginning of their careers and beyond. 3. Teacher job satisfaction In this study, job satisfaction is conceptualized as the positive or negative evaluative judgments that teachers make about their work (Corbell, Osborne, & Reiman, 2010). Job satisfaction is considered a motivational concept and refers to how teachers generally feel about their jobs (Skaalvik & Skaalvik, 2015). For teachers in particular, job satisfaction is influenced by intrinsic factors of facilitating student achievement and self-growth, extrinsic factors of school leadership and climate, and societal factors of status and educational change (Dinham & Scott, 2000), thus making the study of job satisfaction quite complex. Therefore, researchers disagree on how to measure job satisfaction, and the concept has been studied as both an overall sense of satisfaction with the job and as a , teacher-specific dimension dependent on circumstances (Moe Pazzaglia, & Ronconi, 2010). The former seems to capture a more objective sense of satisfaction as teachers might evaluate the same contextual factor differently at various times. Several studies have concluded that job satisfaction has positive consequences for the individual and the school (Corbell et al., 2010; Høigaard, Giske, & Sundsli, 2012; Malinen & Savolainen, 2016). Novice teachers who experience high levels of job satisfaction are more motivated, committed and determined to remain in the profession despite job demands (Tait, 2008). They are able to focus their attention and energy on the growth of students and their own personal growth (Lam & Yan, 2011), leading to enhanced teacher  et al., productivity and improved educational outcomes (Moe 2010). At the organizational level, job satisfaction leads to better interpersonal relationships among colleagues and enhanced cooperation with supervisors (Amorim Neto, Rodrigues, & Panzer, 2017). By contrast, novice teachers at risk of leaving the profession express strong dissatisfaction with their work environment, frustration with interpersonal relationships, and discontentment with mentoring support (Gaikhorst et al., 2014). Dissatisfied teachers become demotivated, thus, losing the ability to motivate their own  et al., 2010). Further, students and cater to their diverse needs (Moe dissatisfied teachers become prone to higher levels of stress and burnout (Klassen & Chiu, 2010), and lower levels of collective and self-efficacy beliefs (Malinen & Savolainen, 2016). 4. Contextual factors: demands or resources? The literature reveals several factors manifested in different contextual settings as either demands or resources (Mansfield et al., 2016), depending on whether they evoke feelings of job satisfaction or not (Lam & Yan, 2011). Demands refer to the physical, psychological, or organizational working challenges, whereas resources refer to aspects of the work that reduce demands, support goal attainment, and stimulate teacher learning (Bakker, Hakanen, Demerouti, & Xanthopoulou, 2007). In this way, job demands are negatively related to job resources, in that high job demands (e.g. unsupportive school leadership) may prevent the availability of resources (e.g. teacher autonomy), whereas high job resources (e.g. co-worker support) may reduce job demands (e.g. heavy workload). These contextual factors can be classified into three categories depending on whether teachers encounter them at the organizational, interpersonal, or personal levels. At the organizational level,

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these factors include classroom management, student motivation, diversity among students, classroom resources, workload, time pressure, curriculum changes, autonomy, professional development, societal recognition, and hiring practices (Corbell et al., 2010;
, 2010). At the interFantilli & McDougall, 2009; Le Maistre & Pare personal level, contextual factors may include administrative support, mentor guidance, co-worker collaboration, teacher-student interactions, and parental cooperation (Bennett et al., 2013). Other factors often cited at the personal level are the compatibility be
, 2010), teaching tween expectations and reality (Le Maistre & Pare orientation (Lam & Yan, 2011), self-efficacy beliefs (Caspersen & Raaen, 2014), and achieving work-life balance (Mansfield et al., 2016). While the majority of studies cite these factors as potential challenges within the school context (Fantilli & McDougall, 2009), other studies reinforce the notion of supporting teachers by transforming these challenges into resources (Mansfield et al., 2016). Accordingly, the availability of resources becomes associated with perceptions of teacher job satisfaction (Corbell et al., 2010). In general, teachers report that job satisfaction is gained from a supportive school environment and positive social relations with administrators, co-workers and parents; whereas time pressure, a heavy workload, and student discipline problems are associated with low levels of job satisfaction (Skaalvik & Skaalvik, 2009). 5. Coping strategies Teachers' cognitive and behavioral efforts employed to reduce and overcome challenges are commonly termed coping strategies (Pietarinen et al., 2013). Research has identified a range of coping strategies that act as resources for managing challenges and sustaining job satisfaction (Sharplin, O'Neill, & Chapman, 2011). Several skills necessary for coping with work as a teacher are better acquired on the job, as teachers face challenges, learn how to solve them, and then assimilate such knowledge into a repertoire of experience (Caspersen & Raaen, 2014). Such experience will be called upon when teachers identify the existence of other problems, and need to take action immediately. However, novice teachers do not have the necessary experience to guide them in finding solutions to teaching's ill-defined problems (Le Maistre &
, 2010). Since problem-solving skills have yet to develop, Pare novice teachers may resort to other coping strategies that enable them to deal with the difficulties of the transition from university to work. Coping strategies have been classified as direct-action strategies focused on eliminating the sources of job demands, and palliative or avoidance strategies that provide a temporary solution to challenging situations without necessarily eliminating the cause (Sharplin et al., 2011). The literature on teachers’ coping strategies describes several personal attributes that promote the successful management of contextual challenges. These personal attributes include strong intrinsic motivation (Gaikhorst et al., 2014), high self-efficacy beliefs (Caspersen & Raaen, 2014), “satisficing” (Le
, 2010, p. 562), emotional intelligence (Tait, 2008), Maistre & Pare commitment (Sharplin et al., 2011), resilience (Mansfield et al., 2016), and mindfulness (Lomas et al., 2017). These characteristics are not stable personality traits, and are affected by the different types of contextual challenges (Caspersen & Raaen, 2014). Teachers who employ active coping strategies have been found to seek social and emotional support, confront challenges with positive attitudes, cooperate with parents, or change their teaching methods (Skaalvik & Skaalvik, 2009). In her study of four novice teachers, Tait (2008) documented several strategies used for coping with challenges, including demonstrating social competence,

developing personal efficacy, using problem-solving strategies, setting goals, taking care of oneself, and maintaining optimism. In another study, Sharplin et al. (2011) found novice teachers to resort to direct-action strategies, such as getting information, accessing professional development, reflecting, and establishing boundaries, as well as palliative strategies such as depersonalizing, maintaining health, accepting, and self-talking to cope with their first year of teaching. To adapt to the large number of decisions they are called upon,
(2010) need to novice teachers according to Le Maistre and Pare have the capability of satisficing. They argue that novice teachers have insufficient experience to solve ill-defined problems and make efficient decisions spontaneously. Therefore, they need to find temporary solutions that would be satisfactory. Since these solutions may not be optimal, teachers must be able to live with the outcomes of less than perfect solutions. Alternatively, teachers’ resilience, according to Mansfield et al. (2016), helps them not only survive, but also thrive in their work environments, despite challenging circumstances. Resilience is, thus, illustrated as a dynamic process that reflects the interactions between the personal strengths of a teacher and contextual challenges. 6. Method Most of the previous research on teacher job satisfaction is based on quantitative methodologies (Corbell et al., 2010). In the present study, a sequential mixed methods design was used to collect data in two phases. 6.1. Phase one For phase one, an extensive literature review was conducted identifying twenty contextual factors that contribute to teachers’ job satisfaction. It was deemed necessary to consult EFL teachers working in the Qatari context on the factors they found challenging, rather than impose such factors upon the participants in the next phase of the study. The factors examined in the preliminary survey could be manifested in various ways across different schools as organizations, hence, they would be especially relevant to policy makers, administrators, and teacher educators attempting to enhance the ability of novice teachers to cope with their work (Caspersen & Raaen, 2014). The survey was structured to answer the following question: What are the contextual factors considered most challenging for both novice and experienced teachers? The online survey was sent via email to a randomly selected group of EFL teachers working at government schools in Qatar. In total, seventy-four teachers ranked five of the most challenging aspects of their workplace from a list of twenty factors. The results of the survey were analyzed using descriptive statistics and revealed the top five most challenging contextual factors. In descending order, these factors were: (1) workload (N ¼ 46; 62.1%), (2) administrative support (N ¼ 42; 56.7%), (3) co-worker support (N ¼ 37; 50%), (4) autonomy (N ¼ 30; 40.5%), and (5) classroom management (N ¼ 26; 35.1%). The results of the survey were used in two ways. First, the development of the interview questions was guided by the results of the survey, specifically by examining participants’ perceptions about the way the five factors were manifested within their contexts. Second, the contextual factors served to guide the data analysis and the discussion by allocating previous studies documenting the way these factors may be manifested as demands or resources. 6.2. Phase two Beyond an initial survey, the qualitative phase of the study made

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it possible to further investigate the five contextual challenges in relation to teachers’ perceptions of job satisfaction and implementation of coping strategies. This phase was thus positioned in the phenomenological approach as it focused on how teachers interpreted their experiences and constructed meanings from them within the contexts in which they work (Creswell, 2014). Phase two of the study was designed to shed light on the following research questions: 1. What do novice and experienced teachers report about their job satisfaction in their contexts? 2. How do novice and experienced teachers perceive specific contextual factors – as demands or resources? 3. What are the strategies that novice and experienced teachers use to cope with specific contextual demands? 4. Which support practices do novice and experienced teachers believe can mitigate the demands faced by novice teachers? This phase of the study employed an interview guide approach to obtain in-depth perceptions, while allowing for further probing and questioning. The open-ended, descriptive nature of the interview questions were designed to elicit a large amount of data from each participant. Interviews have been considered a useful tool to ‘obtain in-depth information about a participant's thoughts, beliefs, knowledge, reasoning, motivations, and feelings about a topic’ (Johnson & Christensen, 2008, p. 207). Five major domains were covered during the interview: (a) background information, (b) overall perceptions of job satisfaction, (c) contextual factors as demands or resources, (d) strategies implemented to cope with contextual factors, (e) recommended support practices, and (f) future plans. A purposive sampling technique was employed to identify novice and experienced teachers who could provide insight related to the research questions. From a dominant female population, fourteen teachers from elementary government schools in Qatar were initially invited to participate in the study. The first ten teachers to respond to the invitation were selected as participants. Five participants were novice teachers having up to three years of experience. The first three years of a teachers' profession was considered a distinguishable period (Day & Gu, 2007). During this period, teachers are mostly vulnerable to experiencing praxis shock and their attention becomes diverted towards coping with the teaching situation (Caspersen & Raaen, 2014). Another five teachers having over three years of experience were considered experienced teachers. Table 1 shows participants’ age, gender, teaching level, years of experience, nationality, and future intentions. To analyze the data collected during phase two, each interview was first transcribed and then sent to the participant for a member check. None of the participants requested modifications or additions to the transcribed interviews. The constant comparative method was employed to analyze the interview data (Miles &

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Huberman, 1994). Segments from the interviews were selected and placed into categories and subcategories based on the research questions. Emerging themes and categories were compared among participants within the groups of novice and experienced teachers. To generate reasonable conclusions addressing the research questions, these themes were then further analyzed and compared among novice and experienced teachers for similarities and differences. During the analysis, both researchers worked separately on the patterns that emerged and the interpretation of the data. The findings were then shared and compared until consensus was reached. Consequently, the identified themes were adjusted to match the outcomes of the discussion. 7. Qualitative findings In the following sections, the findings are presented according to the major domains covered during the interview. While a clear focus of the current study lies on novice teachers’ perceptions and emotions, the data collected from the experienced participants provided an alternative lens through which comparisons and interpretations can be made. 7.1. Teachers’ perception of job satisfaction Novice teachers expressed ambivalent feelings of satisfaction with their new jobs. Common themes reported by the novice teachers about their satisfaction, or otherwise, were related to (1) aspirations, (2) self-efficacy beliefs, and (3) the school context. In terms of aspirations, novice teachers expressed emotions of job satisfaction when they talked about making a difference and wanting to be a part of the evolving educational landscape. They felt they had an important job to carry out, especially when it came to interacting with their students and watching them grow. Notably, all the novice teachers had entered the teaching field as their first choice. All except Hala, who was least satisfied with her job, felt that they had made the right career choice. Additionally, much of the novice teachers' job satisfaction was related to their high self-efficacy beliefs. A common response was noted in their ability to present topics to diverse students, connect with their students, and manage their classrooms successfully. Having high self-efficacy beliefs further contributed to the novice teachers’ enjoyment and commitment. Again, Hala diverges from the other novice participants. In terms of self-efficacy beliefs, Hala did not think she was doing the best for her students and that she could have done better under different circumstances. She considered her inability to manage her classroom as a factor preventing her from teaching well and connecting with her students, thus leading to her feelings of frustration and disappointment. In the last category, novice teachers discussed the reasons behind their dissatisfaction with their jobs in relation to the school

Table 1 Participants. Participant

Age

Gender

Teaching level

Teaching experience

Nationality

Future intentions

Asma Hala Hiba Nada Reem Dana Nour Sara Sana Maya

23 25 24 24 23 37 39 28 30 38

F F F F F F F F F F

Grade Grade Grade Grade Grade Grade Grade Grade Grade Grade

First year Third year Third year Second year First year Fourteenth year Fifteenth year Fifth year Seventh year Fifteenth year

Syrian Egyptian Qatari Palestinian Qatari Egyptian Egyptian Jordanian Egyptian Egyptian

Stayer Leaver Stayer Mover Stayer Mover Mover Stayer Stayer Stayer

3 2 1 6 2 4 6 2 3 3

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context. All the novice teachers attributed their feelings of dissatisfaction to an “unreasonable workload” (Reem, P5). They believed there was “too much pressure” (Hala, P2) and they were “required to do things that put a burden on them” (Asma, P1). As Nada explained: I feel like the non-teaching is more than the actual teaching, that we spend most of the time just preparing than actually doing, that's what I was very disappointed about. Consequently, they felt exhausted even before they entered the classroom. Once inside, they were “worried” that they had “too many duties to complete” (Reem, P5). The fact that their students did not benefit from these extra duties created a sense of resentment among them. They preferred saving this energy for the classroom where they would be able to excite their students. They also preferred using this energy in learning different strategies, reading new research, and attending workshops. Despite heavy workloads, novice teachers attributed their job satisfaction to other aspects within the school context. First, enjoying strong interpersonal relationships with other co-workers was a common attribute. Novice teachers believed that cooperation, rather than competition, was important for their satisfaction. They appreciated having someone they could learn from, exchange ideas, and share resources. Even when these relationships were restricted to encouragement and moral support, they still emphasized their importance. Second, working in a supportive environment was an aspect of the school context influencing their job satisfaction. In this respect, the novice teachers wanted to be accepted for who they were, i.e., new to the profession. In the case that acceptance was granted, they spoke of being able to make mistakes, submit material a little late, and suggest new ideas without fear. Experienced teachers expressed both similar and different sources of job satisfaction when compared to the novice teachers. For example, ideal teacher aspirations were not directly related to experienced teachers’ job satisfaction. Only one experienced teacher mentioned similar aspirations of “making a difference” and fulfilling her “role as a teacher” (Sara, P8). Such aspirations seem to have toned down along the years, and the experienced participants became more concerned about “accomplishing the work” (Dana, P6) and “reaching the standards” (Sana, P9). Even Sara wanted to “get the job done well” and “without too many problems” as ways to reach satisfaction. Similar to the novice teachers, though, the experienced teachers had high self-efficacy beliefs. They described confident illustrations of their ability to “accomplish great things” (Dana, P6) and “know what students’ needs are” (Sara, P8), which brought them satisfaction. Having high self-efficacy further contributed to their productivity and positive energy. The experienced teachers were similarly emphatic about the burden of a heavy workload. In fact, Sara described her experience of leaving the profession after her third year: I couldn't bear the load, there was too much pressure on me to do many things at the same time. Again, the workload surfaced as a major source of dissatisfaction. An additional dimension was added to their discussion on this topic; that of the work-life imbalance. The experienced teachers unanimously explained how the workload influenced their ability to fulfil their commitment towards their families, specifically their children. Experienced teachers also discussed interpersonal relationships

as leading to their job satisfaction, though not as essentially as the novice teachers did. The experienced teachers had the ability to detach themselves from the direct influence of others, and “focus their attention” (Dana, P6) on themselves and their students. Only two participants mentioned “having good relationships with colleagues” (Sara, P8) and being “used to the staff” (Sana, P9) as minor sources of satisfaction. Contrary to novice teachers, the experienced teachers wanted to be appreciated by others. Most experienced participants were dissatisfied with their jobs because of this lack of appreciation. In their words, appreciation meant “a simple thank you” (Nour, P7), “a little acknowledgement” (Sara, P8), and “fair treatment” (Maya, P10). This lack of appreciation caused them great “distress and depression” (Maya, P10) and the main reason behind wanting to “move to another school” (Nour, P7). 7.2. Teachers’ perceptions of contextual factors e demands or resources? The five factors examined in the qualitative phase of the study were derived from the results of the initial survey. In the following section, teachers’ perceptions of the examined contextual factors are presented. 7.2.1. Co-worker support Novice teachers appreciated the advantage of having co-worker support from other teachers and the department coordinator. Except for Hala, the novice teachers described supportive relationships with at least another teacher, usually teaching the same grade level. Further, three novice teachers noted the importance of having other novice teachers in their departments, thus making their “start easier” (Asma, P1) and their jobs “less stressful” (Reem, P5). These other novice teachers were considered important because they “share the same ideas”, “face the same problems”, and “like to learn new things” (Hiba, P3). Hala's experience with coworker support diverges from the other novice teachers. She described how isolating her first year was without any kind of support: I had to do the lesson planning on my own, and inside the class, I was on my own, it was my first year teaching, it was really difficult. The novice teachers considered the role of the coordinator even more essential than that of other teachers. While other teachers were busy doing their own tasks, the novice teachers could always turn to the coordinator, who was described as being cooperative (Reem, P5), supportive (Hiba, P3), and enthusiastic of innovative ideas (Asma, P1). The coordinator was their “go-to person” (Nada, P4) anytime they needed anything. Nada discussed the way her classroom management got better with such support, “I'm a completely new teacher!” For Hiba, her coordinator taught her everything she needed to learn during the first year. The coordinator was also a major reason for Asma to remain teaching at her school, despite the fact that the school was too far from her home. The experienced teachers also emphasized the importance of co-worker support. Because they were required to collaborate on joint planning, experienced teachers needed to have a smooth relationship with the teacher who taught the same grade level. Over the years, these teachers have had their fair share of contrasting experiences with both cooperative and competitive coworkers. Since teachers came from different backgrounds and cultures, “finding someone, who is on the same page as you are, isn't very easy” (Sara, P8). In short, a supportive co-worker is considered “a very important criteria for success” (Dana, P6),

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especially in a new culture, where a teacher might feel “like a novice teacher again” (Dana, P6). The importance of the coordinator's role was also discussed by the experienced teachers, essentially when they were novice teachers. For instance, the coordinator was the reason forcing Sara to move schools, as she recalled her experience as a first-year teacher. Having no prior experience, Sara was confronted with a “tough” coordinator, who required her to do work she was “completely unfamiliar with” and “wanted everything instantly”. By contrast, Sana's experience with a supportive coordinator was a reason for her to stay teaching after returning to the profession. 7.2.2. Administrative support Administrative support, or lack thereof, was a common challenge facing most novice teachers. In one case, Asma reported strong administrative support. She believed her administrators had provided encouragement and several learning opportunities whenever needed. In all other cases that novice teachers lacked such support, the influence was indirect and linked to other challenges. For instance, Nada's problem with classroom management was amplified because, in her opinion, the administrators at her school were not doing their part in dealing with discipline issues. Hala believed her administrators to be “inconsiderate” of a heavy workload when she was assigned additional teaching periods. Hiba also faced challenges with a “strict” administration that did not allow for changes in the yearly plan, thus creating a challenge with autonomy. The experienced teachers also faced challenges with a lack of administrative support, though the influence was more personal and direct. Dana described her experience with an unsupportive administration as “disastrous” and recalled being treated “like a novice”, which caused her great distress. Despite this negative experience, she “would rather stay at the school” because she did not “want to go through the first year again!” Sara was more concerned about a lack of “job security”, since the administration at her school had dismissed several teachers the year before. Sara's “biggest challenge with the administration” was that they provided “destructive feedback” when they observed her lessons, focusing “only on the negative” aspects. Maya voiced a similar challenge, and alluded to a lack of objectivity in dealing with different teachers, thus believing that only some teachers got “credit for what they do”. 7.2.3. Autonomy Autonomy was not considered challenging for two novice teachers, both in their first year of teaching. In fact, they welcomed a prescribed curriculum, indicating that “there are people who are responsible for developing the curriculum and they know better” (Asma, P1) and “if I can have the lesson plan readymade, that would be better … I think that will lessen the burden of planning” (Reem, P5). On the contrary, three novice teachers became frustrated by “the system being so rigid” (Nada, P4). These participants were obliged “to comply with very specific procedures” (Hala, P2) and “absolutely no flexibility” (Hiba, P3). Believing it was a system-wide challenge, Nada planned to move out of the government schools and pursue a career at international schools, where she “would have the freedom to choose, and have a say in what goes on in the classroom”. She further explained: In government schools, everything is assigned from the Ministry, from the second you walk in, to the second you leave the class … It's mostly repeated and the topics don't really work with the students, yet you're forced to do it in the same ways.

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Similar to these novice teachers, the experienced teachers unanimously agreed that a general lack of autonomy was a challenge at government schools. They believed that they were “constantly under pressure” (Nour, P7) to follow the yearly plan and the requirements from the Ministry supervisors, who investigated their progression and evaluated their performance accordingly. They believed their job would be “easier” (Sana, P9) if they could make the decisions for their classes, as they “know the students better” (Dana, P6). 7.2.4. Workload Without exception, the novice and experienced teachers deemed the workload as the most demanding contextual challenge. It was the only challenge they “couldn't run away from” (Sara, P8) no matter which government school they were working at. Having several years of experience at these schools, Dana was convinced that “it doesn't get any better!” Interestingly, participants did not consider their teaching, lesson planning, and creating material, as part of the workload. On the contrary, they described these aspects of their job as their “responsibility” (Asma, P1). What they considered a “burden” (Hiba, P3) were writing detailed reports, leading committees, preparing for morning assembly, attending meetings, and taking part in professional development after school hours. Making matters worse, there were constant changes in requirements imposed upon them from the Ministry, as Nada explained: Anytime they want to try out a new program, or some other organization has a program and they want to the government schools to try it out, teachers have to do the extra work. As a result, they had to carry their work home and continue working throughout the weekend. When compared to other professions, they believed their jobs were not only more physically demanding, but also mentally as they “spend hours in bed thinking about the next day” (Sana, P9). 7.2.5. Classroom management Classroom management was a common challenge among novice teachers. They found it difficult to deal with students without a school-wide discipline policy in place. Nada explained this situation as follows: Students in the government schools know they have too many chances to cross the red line and they know they could get away without warning. Common difficulties among the novice teachers were “not being able to get through the lesson” (Hala, P2), “dealing with hyperactive students” (Hiba, P3), and “teaching students who didn't want to learn” (Nada, P4). The experienced teachers had also faced classroom management challenges as novice teachers. They unanimously agreed that recalling their first years in the classroom brought back memories of being “very tired” (Sara, P8), “exhausted (Dana, P6), and “lost” (Maya, P10) because of classroom management problems. They, too, described the absence of a firm discipline policy. Nour recalled being unable to get anywhere in her lesson because she “wasn't able to control them”, while Sara became “completely shocked” when her students imitated her orders rather than follow them. Maya still considered classroom management a challenge because, in her opinion, many students' English language proficiency was well below their grade level, which made it difficult to plan her

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lesson from a prescribed textbook.

7.3. Teachers’ coping strategies Despite contextual challenges, the majority of participants managed to cope successfully. The strategies used by the novice teachers included direct-action strategies, while experienced teachers employed both direct-action and palliative strategies. For the most part, novice teachers employed help-seeking strategies to deal mainly with a heavy workload and classroom management problems. In the absence of a formal mentoring program, the novice teachers asked for advice on instructional topics, requested resources and materials from other teachers, and welcomed suggestions through peer coaching. In several cases, the department coordinator played the role of the mentor without formal obligation. The novice teachers sought her expertise on a variety of issues, though mainly in dealing with classroom management issues. In another case, one novice teacher found mentorship outside the school context. Hala approached her mother, who was an experienced elementary teacher, for guidance. However, the helpseeking strategy seemed to work more effectively within the boundaries of the school context, as Hala continued to struggle with several contextual challenges, leading to her decision to leave the profession. Another common coping strategy among novice teachers was satisficing. Several participants (Hala, P2; Hiba P3; and Reem, P5) resorted to this strategy when they became overwhelmed with the heavy workload. In this respect, they discussed putting “a lot of pressure” (Reem, P5) on themselves to complete all their duties “perfectly”. However, they came to realize that such perfection was not attainable and discussed doing the most important tasks and submitting assignments last. In this respect, it helped to have an understanding coordinator, who was “supportive” (Hiba, P3) and “patient” (Reem, P5) when they did not submit on time. In Hala's case, satisficing did not seem to be the most effective strategy to resort to without such support, as she was often given warnings for presenting incomplete work and not submitting her work on time. Those novice teachers, particularly Asma and Nada, who did not resort to satisficing, implemented strategies that conveyed personal resilience. For example, Nada maintained a positive attitude and was highly motivated to do her best. Just in her second year, she was “feeling more confident” and that it was “getting better already”. In coping with a lack of autonomy, she explained: Sometimes you just have to follow your heart and so do things your own way. If I truly believe that what I am doing is going to be good for my students, then I just do it. Participant 1 further described effective organizational skills in prioritizing tasks, avoiding procrastination, and learning from models of other teachers’ work. She further illustrated her ability to persist and adapt to the most difficult situations. Her rule of thumb was: “the situation that you cannot change, then adapt to it”. Unlike the novice teachers, help-seeking strategies were mentioned less frequently and experienced teachers relied on their inner strength and problem-solving skills to cope with the challenges in their contexts. As Dana explained: I try to do everything without asking. I show that I am strong, I can do everything for myself. In recalling their experiences as novice teachers, though, the help-seeking strategy was used often. For example, Sara reported

several incidents when she would observe other teachers and then put their behaviors and words into action in her classroom. Similar to two novice teachers, experienced teachers revealed personal resilience in the face of challenges. Though teaching was not her first choice, Dana explained how she was able to “adapt” by shifting her focus from an unattainable dream to a focus on what she enjoyed most about teaching. Sara's rule of thumb was: “what doesn't kill you, makes you stronger”. She explained how her various experiences at four different schools had taught her many different skills, particularly “how much perseverance” she had. Attributes such as “persistence” (Dana, P6), “using energy productively” (Sara, P8), “determination” (Maya, P10), and “dedication” (Nour, P7) were also common among the experienced teachers. Experienced teachers further discussed the importance of using multiple problem-solving skills, specifically related to different challenges. In Dana's words: I try to find a solution, everything has a solution, no matter how difficult a problem is, there must be a solution, and if there is no evident solution, you have to create one. She went on to explain how overcoming a lack of autonomy required her to “compensate” by doing what she believed was beneficial for her students, even if that meant convincing the administrators with her perspective. Nour and Maya echoed similar coping strategies for their lack of autonomy, while Participant 8 solved any problems she had with co-workers, specifically those working at the same grade level, and managed to maintain an open mind towards their different perspectives and backgrounds. Further, several palliative strategies were employed by all the experienced teachers. These included “controlling reactions” (Dana, P6), “thinking positively” (Sana, P9), and “accepting” (Sara, P8). Sara explained how accepting helped her cope with a heavy workload: I accept everything, I never stop at every request. When the Ministry requests something, that's it, we have to do it. So as much as I can I accept it and get the work done. Positive self-talk and reflection were other palliative strategies employed by several experienced teachers. Due to a lack of constructive feedback from her administration, Sara coped by convincing herself that she was “doing OK” and adjusted the lesson based on her reflections; “in the end, we need those kind words to come from somewhere”. Though not common among the participants in this study, Sana resorted to rejuvenation strategies to cope with her job and thus made the “tough decision of not working on weekends”. A final palliative strategy used with her administration was voiced by Maya as “ignore, ignore, ignore!” 7.4. Teachers’ suggestions for support practices During the interview, participants were asked to voice their opinion on what they believed were necessary support practices that should be offered by the college of education and the government schools. 7.4.1. Support practices at university Novice teachers explained how their university experience could be improved. All the participants believed a longer practicum was necessary, as it was considered “the most important course” in preparing them to teach (Hiba, P3). The practicum was only one course towards the end of their degree. During this short time, participants did not take on full responsibility for both teaching and

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non-teaching tasks. To be able to experience all the tasks before they graduated, novice teachers needed more time, an experienced mentor, and a skilled supervisor. As recommended, more time could be provided by extending the practicum across two semesters. A skilled mentor should be carefully selected, “because the mentor has to guide you, discuss the lesson plans with you, and give you feedback” (Hala, P2). The supervisor should further have “good knowledge of the schools, know what works in reality, and give timely feedback” (Asma, P1). An additional recommendation for the university was to close the gap between theory and practice. Participants stressed the importance of applying educational theories in practice during methods courses and the practicum. Describing her transition into the workplace as “a shock”, Hala recommended that teacher educators should “discuss the realities in the schools, not only theories, because in reality, theories don't work like they are written in books” (Hala, P2). 7.4.2. Support practices at schools In terms of the school-based support practices, participants suggested five recommendations, as follows: Holding awareness sessions and workshops: Participants suggested that novice teachers need to know precisely what is expected of them, therefore, extensive awareness sessions should be held during the first few months to inform teachers of their duties and allow them a non-judgmental platform to ask, comment and make suggestions about any aspect of their work. Beyond initial awareness sessions, participants believed that novice teachers required additional workshops distributed throughout the year. However, they further stressed the importance of practical strategies and new ideas, “far from theories” (Asma, P1). Experienced teachers added that professional development should emphasize, above all, classroom management strategies, because “without the ability to manage their classrooms, novice teachers won't be able to apply any of their new ideas” (Dana, P6). Assigning workload gradually, with reduced duties and classes: Participants unanimously agreed that novice teachers should not be assigned the same number of teaching periods nor the same amount of non-teaching tasks as experienced teachers. They believed novice teachers needed time to “settle in and get used to the school” (Nada, P4). When teachers have “absorbed everything, then they can begin to take on more responsibility” (Sara, P8). Participants associated this notion of a reduced workload to the idea of accepting the novice as someone who needed patience and opportunities “to gain a bit of experience before increasing the workload” (Hala, P2). Peer coaching: As part of a reduced workload, the novice teacher would have enough time to participate in peer coaching. Through this process, they would have a first-hand account of “how they should plan, teach, and do their files” (Sana, P9). They would also “get a feel of the students and how to deal with them” (Nada, P4) before classroom management issues developed. They would further have the time to “apply the new knowledge and skills learned from the workshops in the presence of another teacher who they can trust” (Maya, P10). Non-judgmental observations: Participants also agreed that the school administrators and the department coordinator should not conduct evaluative observations at the beginning of the year. Initially, their presence inside the classroom would “create fear” (Nour, P7) and the novice teacher may not be able to perform effectively. In the case that observations are necessary, the objective should be to offer “constructive feedback and a lot of encouragement” (Sara, P8). Administrators should focus mainly on the “positive aspects of the novice teacher's work, and then when she is confident enough, they can begin to evaluate her” (Hiba, P3).

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Mentoring: In particular, experienced teachers stressed the importance of mentoring as a fifth recommendation. Experienced teachers believed that new teachers were afraid of speaking up to avoid being labelled as “incompetent” (Dana, P6). That is why they need a “trustworthy person who they can confide in, not someone who will expose their weaknesses” (Maya, P10). Some participants considered the coordinator as the most suitable person for the job, while others suggested providing this support from outside the school, as a system-wide plan in partnership with the Ministry of Education. When new teachers are recruited to government schools, they should pass through this “comprehensive system of support” (Maya, P10), which involves the entire list of recommendations set forth in this section. 8. Discussion Participants in both groups reported several important findings associated with particular aspects of their jobs at the personal, the interpersonal, and organizational levels. 8.1. The personal level At the personal level, novice and experienced teachers reported diverse sources of job satisfaction. One source of satisfaction was related to teachers’ aspirations. While novice teachers had ideal aspirations about teaching, considering it a noble profession, experienced teachers were more realistic about their jobs. As such, novice teachers derived satisfaction from connecting with their students and making a difference in their lives. This finding has been reiterated across several studies (Castro, Kelly, & Shih, 2010; Ulvik, Smith, & Helleve, 2009) and may be translated into longevity in the field (Bennett et al., 2013). Further, another source of job satisfaction was attributed to strong co-worker relationships. Unlike the experienced teachers, the novice teachers felt satisfied with co-worker support, which meant learning from others, exchanging ideas, and sharing resources. This finding is consistent with Caspersen and Raaen’s (2014) study, in that receiving co-worker support was more important for novice teachers than for experienced teachers. Research further suggests that novice teachers feel more satisfied and are likely to remain in the profession when cooperation rather than competition is encouraged among them (Corbell et al., 2010). Both data sets revealed the importance of an encouraging and supportive environment for feelings of satisfaction. However, novice teachers associated acceptance as contributing to their job satisfaction, while experienced teachers reported appreciation as an essential component for satisfaction. This finding is in line with the results of Ulvik et al. (2009), who indicated that novice teachers' satisfaction can be nurtured by acceptance and inclusion in the community of fellow teachers. Other studies emphasize the importance of appreciation on teachers’ morale and commitment to the profession (Bakker et al., 2007). The only common source of job satisfaction shared by both groups was the high self-efficacy beliefs teachers had about their  et al. (2010) argue that teachers can instructional practices. Moe increase their job satisfaction when they have high self-efficacy beliefs and experience positive affect. Such beliefs have been shown to stimulate teachers’ intrinsic motivation and commitment to teaching (Ulvik et al., 2009), which positively reflect on their  et al., 2010). ability to confront contextual challenges (Moe 8.2. The interpersonal level An invaluable resource identified by the novice teachers at the interpersonal level was the availability of co-worker support,

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specifically from the department coordinator. Findings from other studies confirm the positive influence of supportive relationships on teachers’ capacity to maintain their original call to teach and perform effectively despite challenges (Gu & Day, 2013). Similarly, experienced teachers described the necessity of having co-worker support, yet also described a reality in which such support may be hindered for various reasons, including cultural differences among teachers. When this was the case, the experienced teachers resorted to problem-solving and palliative strategies to manage interpersonal relationships. Maintaining such relationships required keeping an open mind towards cultural differences and solving conflicts as they arise. It also required controlling reactions and thinking positively about any conflicts with co-workers. By contrast, the novice teachers were more concerned about asking for advice and assistance from others, especially the more experienced teachers. Similar to the novice teachers in Castro et al.'s (2010) study, they implemented help-seeking strategies, which assisted them in feeling able to cope and reducing their sense of isolation (Pietarinen et al., 2013). It seems that when interpersonal relationships balance out, problem solving and palliative strategies may begin to play a more prominent role. Also at the interpersonal level, both novice and experienced teachers were challenged with a lack of administrative support. While the influence of this challenge on the novice teachers remained indirect through its influence on several other factors, experienced teachers were influenced more directly and personally. Previous research has shown how the influence of administrative support may be more profound on experienced teachers’ coping (Caspersen & Raaen, 2014). To cope with a lack of administrative support, experienced teachers resorted to palliative and avoidance strategies. Positive self-talk and reflection were implemented when the experienced teachers did not receive constructive feedback on their lessons. Another strategy implemented was simply to ignore the school administrators altogether. This finding has been documented in Castro et al.'s (2010) study in that teachers found ways to avoid negative relationship with school administrators. The novice teachers in this study have yet to develop coping strategies to deal with this challenge, though the avoidance strategy may not be the best choice, as it rarely offers teachers the ability to deal with the negative influence of such relationships (Castro et al., 2010). 8.3. The organizational level Both novice and experienced teachers expressed strong feelings of dissatisfaction with the burden of a heavy workload. Consistent with several research findings (Gaikhorst et al., 2014; Lam & Yan, 2011), the reality for the novice teachers included an increase in the number of duties that they were required to carry out, resulting in reduced time for rest and recovery (Skaalvik & Skaalvik, 2015). Experienced teachers confirmed the permanency of this challenge throughout their careers. This finding can be attributed, at least in part, to the unstable educational policy landscape, where requirements abound and changes happen regularly. To cope with this contextual challenge, numerous strategies were found useful. While novice teachers found satisficing to be effective, its implementation required strong administrative support. More effectively for a heavy workload, participants implemented several resilience strategies to help them cope. Resilience strategies have been shown to provide teachers with opportunities to sustain themselves, specifically when other kinds of support may require substantial financial resources, policy change, and longterm efforts (Castro et al., 2010). Also at the organizational level, the majority of participants,

both novice and experienced, considered a lack of autonomy a serious contextual challenge. It has been well-documented that a suitable environment allows teachers to make important decisions that affect their work, especially inside the classroom (Bickmore & Bickmore, 2010). When the environment restrains teachers’ autonomy, even the most dedicated teachers become dissatisfied with their work (Lam & Yan, 2011). Despite the top-down policy context, the experienced teachers in this study were able to cope with a lack of autonomy, having developed more refined and diversified problem solving strategies. They found ways to compensate for a rigid system and do what is right for their students. Finding ways around this challenge requires the novice teachers to develop similar problem-solving strategies acquired through their experience with the curriculum,
, 2010). the students, and the school context (Le Maistre & Pare Finally at the organizational level, novice teachers reported facing challenges with classroom management. The experienced teachers also recalled facing similar challenges when they were novice teachers. Research studies have shown that classroom management issues, particularly in the absence of a school-wide discipline policy plan, is an important predictor of teachers’ dissatisfaction (Gu & Day, 2013). When student discipline becomes a chronic condition, teachers become emotionally depleted (Bakker et al., 2007), as described by the experienced teachers in this study. To overcome classroom management problems, help-seeking strategies seemed to be most effective. Participants sought advice from more experienced colleagues and administrators. However, they believed that the most effective method was to observe and imitate other teachers who had good classroom management skills. Similarly, Castro et al. (2010) have shown how consulting others offers opportunities to develop new strategies, discuss the effectiveness of particular techniques, and consequently learn from their experiences. 9. Practical implications and future research Although there are limitations in drawing generalizations from this study with its small sample size, the findings derived from teachers’ perceptions raise important implications for policy makers, teacher educators, and school administrators, as well as researchers interested in gleaning insight into this critical topic. The five recommendations put forward in this study can provide policy makers general guidelines on the support practices needed. Policy makers may need to consider developing a “comprehensive system of support” (Maya, P10) that can provide the context for a smooth entry into the field. Such a system was detailed by the participants as including awareness sessions, professional development opportunities, a reduced workload, non-judgmental observations, and a formal mentoring program. Since any new initiative requires evaluation studies to examine its effectiveness, future research can provide policy makers with recommendations on the strengths and weaknesses of such a support system once implemented. Further, school administrators can play an influential role in inspiring and encouraging new teachers within the boundaries of a healthy environment, where they feel supported and protected (Gu & Day, 2013), and where all teachers work together in achieving educational goals (Gaikhorst et al., 2014). School administrators can convey clear expectations, develop a model for collegiality, and nurture the commitment of teachers (Bennett et al., 2013). Valuable insight may be gained from conducting research on how best to train administrators for their new roles, and consequently how well they carry out their roles from their own perspectives as well as the perspective of novice teachers. In respect to teacher preparation programs, the two

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recommendations put forward in this study can prompt teacher educators to consider the importance of bridging the gap between theory and practice. In particular, participants recommended that teacher educators should carefully consider the timeframe of the practicum, the role of the school-based mentors, and the educational background of the supervisors. Further, other considerations should include providing novice teachers with opportunities to practice problem-solving strategies. Project-based learning, case studies, and action research are a few examples of such teaching methods that encourage students to problem solve and critically think about their future workplace (Darling-Hammond, 2010). Exploratory studies focusing on the transition from university to workplace, and the extant to which these teaching methods are perceived to influence the coping strategies of novice teachers would provide additional information of value to teacher educators. 10. Conclusion Important insight and understanding has been gained of the way experienced and novice teachers experience contextual factors and employ coping strategies, potentially leading to their job satisfaction. The notion that novice teachers can cope successfully during the first few years of teaching has been emphasized by the data in this study. The comparisons made with the experienced teachers further revealed the need for support practices that can increase novice teachers’ longevity in the field. Conflict of interest The authors declare that they have no conflict of interest. References Amorim Neto, R. C., Rodrigues, V. P., & Panzer, S. (2017). Exploring the relationship between entrepreneurial behavior and teachers' job satisfaction. Teaching and Teacher Education, 63, 254e262. http://dx.doi.org/10.1016/j.tate.2017.01.001. Bakker, A. B., Hakanen, J. J., Demerouti, E., & Xanthopoulou, D. (2007). Job resources boost work engagement, particularly when job demands are high. Journal of Educational Psychology, 99(2), 274e284. http://dx.doi.org/10.1037/00220663.99. 2.274. Bennett, S. V., Brown, J. J., Jr., Kirby-Smith, A., & Severson, B. (2013). Influences of the heart: Novice and experienced teachers remaining in the field. Teacher Development, 17(4), 562e576. http://dx.doi.org/10.1080/13664530.2013.849613. Bickmore, D. L., & Bickmore, S. T. (2010). A multifaceted approach to teacher induction. Teaching and Teacher Education, 26(4), 1006e1014. http://dx.doi.org/10. 1016/j.tate.2009.10.043. Caspersen, J., & Raaen, F. D. (2014). Novice teachers and how they cope. Teachers and Teaching: Theory and Practice, 20(2), 189e211. http://dx.doi.org/10.1080/ 13540602.2013.848570. Castro, A. J., Kelly, J., & Shih, M. (2010). Resilience strategies for new teachers in high-needs areas. Teaching and Teacher Education, 26(3), 622e629. http://dx.doi. org/10.1016/j.tate.2009.09.010. Corbell, K. A., Osborne, J., & Reiman, A. J. (2010). Supporting and retaining beginning teachers: A validity study of the perceptions of success inventory for beginning teachers. Educational Research and Evaluation, 16(1), 75e96. http://dx.doi.org/ 10.1080/13803611003722325. Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). Thousand Oaks, CA: Sage. Darling-Hammond, L. (2010). Teacher education and the American future. Journal of Teacher Education, 61(1e2), 35e47. http://dx.doi.org/10.1177/ 0022487109348024. Day, C., & Gu, Q. (2007). Variations in the conditions for teachers' professional learning and development: Sustaining commitment and effectiveness over a career. Oxford Review of Education, 33(4), 423e443. http://dx.doi.org/10.1080/ 03054980701450746. Dickson, M., Riddlebarger, J., Stringer, P., Tennant, L., & Kennetz, K. (2014). Challenges faced by Emirati novice teachers. Near and Middle Eastern Journal of Research in Education, 4e10. http://dx.doi.org/10.5339/nmejre.2014.4. Dinham, S., & Scott, C. (2000). Moving into the third, outer domain of teacher satisfaction. Journal of Educational Administration, 38(4), 379e396. http://dx.doi. org/10.1108/09578230010373633. Fantilli, R. D., & McDougall, D. E. (2009). A study of novice teachers: Challenges and supports in the first years. Teaching and Teacher Education, 25(6), 814e825. http://dx.doi.org/10.1016/j.tate.2009.02.021. Feiman-Nemser, S. (2012). Beyond solo teaching. Educational Leadership, 69(8),

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Youmen Chaaban, Ph.D. is an instructional coach at the College of Education, Qatar University. Her research interests include technology enhanced learning, teacher professional development, and English language teaching and learning.

Xiangyun Du, Ph.D. is a professor in the Department of Educational Sciences, College of Education, Qatar and professor in the Department of Learning and Philosophy, Aalborg University. Her main research interests include innovative teaching and learning in education, particularly, problem-based and project-based learning methods in fields ranging from engineering, medicine and health, and foreign language

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education, to diverse social, cultural and educational contexts. She has also engaged with educational institutions in over 10 countries in substantial work on pedagogy development in teaching and learning. Dr. Du has over 140 relevant international publications including monographs, international journal papers, edited books and book

chapters, as well as conference contributions. She has also been actively involved in a number of international academic programs, networks, and editorial works for journals. Currently she is also (co)editing book series for PalGrave and RIVER publishers.