The aim of the researchers in this endeavor is to identify the challenges and obstacles faced by beginning teachers in higher education. This study also explores practical implications and what adaptation can be utilized in order to have high performance of the beginning teachers.
Researchers have applied qualitative and quantitative technique to collect and interpret data. Semi‐structured interviews were conducted from the 40 beginning teachers of the case study university in order to identify various hindering factors of high performance.
Research results indicate that by addressing the 11 major hindering factors of beginning teachers' high performance, i.e. less teaching exposure, overburden, strict evaluation, lack of training, insufficient material and supplies, lack of effective communication, student counseling problems, classroom discipline problems, difficulties in assessing students' work, least expectations of career in teaching and misbehavior of students, the performance level of beginning teachers in higher education can be enhanced.
The current research addresses the most neglected area about teachers' performance management, that is problems of higher education teachers in their early careers. This exploration of beginning teachers' hindering issues can play a vital role in developing human resource development strategies in universities. The present research can prove to be a significant initiator for beginning teachers as they will get a glimpse of what problem areas they could face.
Sarwar, S., Danyal Aslam, H. and Imran Rasheed, M. (2012), "Hindering factors of beginning teachers' high performance in higher education Pakistan: Case study of IUB", International Journal of Educational Management, Vol. 26 No. 1, pp. 27-38. https://doi.org/10.1108/09513541211194365Download as .RIS
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