Why are Beginning Teachers Frustrated with the Teaching Profession?

Authors

  • Corinne E. Barrett Kutcy École Golden Gate Middle School, Winnipeg, MB
  • Renate Schulz University of Manitoba

Abstract

ABSTRACT. In this article we report some of the findings of a study of the perceptions of secondary teachers about their experiences as full-time second-year teachers in urban public schools. The frustrations felt by this group of teachers emerged as a strong theme; it is the nature of these frustrations that we explore in this article.

Author Biographies

Corinne E. Barrett Kutcy, École Golden Gate Middle School, Winnipeg, MB

CORINNE BARRETT KUTCY is the principal of École Golden Gate Middle School in Winnipeg, MB. She has been involved in the education field for the past 23 years as a French immersion and gifted education teacher, divisional instructional consultant for secondary schools, vice-principal, and principal.

Renate Schulz, University of Manitoba

RENATE SCHULZ is an associate professor in the Department of Curriculum Teaching and Learning at the Faculty of Education, University of Manitoba.

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Published

2006-11-11

How to Cite

Barrett Kutcy, C. E., & Schulz, R. (2006). Why are Beginning Teachers Frustrated with the Teaching Profession?. McGill Journal of Education / Revue Des Sciences De l’éducation De McGill, 41(1). Retrieved from https://mje.mcgill.ca/article/view/510

Issue

Vol. 41 No. 1 (2006)

Section

Articles

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Copyright (c) 202X McGill Journal of Education / Revue des sciences de l'éducation de McGill

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