The Role of School Administrators in Shaping the Pedagogical Competence of Newly Hired Teachers

Abstract

This study aimed to explore the lived experiences of newly hired teachers in relation to the support and guidance provided by school administrators in developing their pedagogical competence. It focuses on how administrators influence the teaching practices of novice educators through mentoring, instructional supervision, and professional development opportunities. The findings revealed that newly hired teachers face a variety of challenges that affect both their instructional delivery and personal adjustment to the school environment. Instructional challenges such as the lack of teaching materials, limited access to technology, and difficulty in using ICT tools hinder their ability to implement effective teaching strategies. Environmental and logistical barriers, including difficult terrain and long travel distances, pose risks and make daily commuting strenuous. Additionally, socio-cultural adjustments, such as unfamiliar traditions, language barriers, and limited community support, contribute to emotional stress and feelings of isolation. These challenges reflect the complex realities of teaching in remote or underserved areas and highlight the need for systemic support to ease the transition for new educators.