The Plight of Novice Teachers in Teaching Social Studies in Private Schools

Novice teachers have experienced many difficulties in applying the theories learned on campus in real-life teaching. As Sözen (2018) stated, the entry of newly graduated novice teachers into the workforce may raise concerns, as there is no gradual adjustment period or ease of entry into the teaching profession. Novice teachers need to understand the school environment, curriculum design, learner-centered strategies, and school dynamics (Uzman et al., 2018). Stepping into the school for the first time without prior experience can generate undesirable emotions in novice teachers, potentially leading to a sense of separation that may result in unfavorable outcomes, such as teachers leaving the education field.
Greater teaching experience increases teachers’ confidence, which in turn improves their performance ratings and positively influences student achievement and academic development (Costa, 2026). Similarly, Levin et al. (2009) argue that teacher education should emphasize attention to students’ thinking from the outset, rather than waiting for novice teachers to establish their identity and classroom routines, because early attention to student thinking directly supports student learning outcomes.
Furthermore, Moayed (2021) found that teachers felt their pre-service training lacked sufficient practical experience, that some required tests were burdensome and not classroom relevant, and that limited support made their initial months of teaching difficult, highlighting the need for more targeted professional development and training.

This section presents the study's research methodology, outlining the research design, participants

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