Research on newly qualified teachers (NQTs) has identified challenges they face as well as their need for support (see for example Avalos, 2016; Smith et al., 2019). However, the paradox is that well-intended support aimed at addressing the shortcomings may establish and legitimise deficit thinking about NQTs. Several studies have argued for going beyond the deficit thinking in order to enable a more nuanced conversation concerning the nature of the NQTs’ work (Correa et al., 2015; Kelchtermans, 2019). The current study contributes to this call by investigating NQTs as a resource in school.

In terms of NQTs as a resource, earlier research reveals that they are often ambitious and passionate concerning their new profession (Smith et al., 2019). Teachers who are committed believe they can make a difference to pupil achievement (Day, 2007). Despite the newcomers’ limited classroom experience, success during the first period of teaching is reported (Hebert & Worthy, 2001; Graham et al., 2020). Furthermore, despite being in a period described as a ‘rollercoaster ride’ of emotions (Mansfield et al., 2014), NQTs are able to act appropriate in emotionally intensive situations in school (Jokikokko et al., 2017). However, the transition into teaching is not only about mastering the classroom, but also about becoming members of a community (Marent et al., 2020). While support from the organisation is crucial for teachers’ resilience (Gu & Day, 2007), research on NQTs has paid less attention to organisational traditions, habits and power relations (Jokikokko et al., 2017).

As organisations, schools are characterised by certain traditions and habits, and also through subtle power relations between members with different professional interests (Keltchermans & Ballet, 2002). Several studies have pointed out that teacher induction has a micro-political character (Achinstein, 2006; Keltchermans & Ballet, 2002). When entering the school setting, NQTs need to position themselves in order to justify their practices and seek legitimacy (Christensen et al., 2013; Marent et al., 2020). In terms of NQTs as a resource: What if the various school actors have different perceptions? This potential dilemma of disharmony in professional interests provoked our curiosity and led us to include the voices of school leaders, mentors and the NQTs themselves in our study. These actors have different roles, positions and tasks in the school community, and are all involved in the induction period of NQTs. The aim of the current study is to gain insight into whether, and, where applicable, how NQTs are perceived as a resource in school in a micro-political perspective. The research questions are:

1. How do NQTs, mentors and school leaders perceive NQTs as a resource in school?
2. How can NQTs, mentors and school leaders’ perceptions of NQTs as a resource be understood in a micro-political perspective?

Newly qualified teachers are here defined as teachers in the first two years in a permanent or temporary position in school after completed teacher education.

The interview data was collected from NQTs, mentors and school leaders in 14 upper secondary schools in eight municipalities in Norway. A total of 21 participants were interviewed: nine NQTs, six mentors and six school leaders. The participants were not known to each other. Five of the mentors and two of the school leaders were formally educated mentors (30 credits). Eight NQTs were in temporary positions, and one was in a permanent position. Two NQTs had full-time positions and seven had part-time positions ranging from 60% to 85% of a full-time equivalent. Several of the part-time teachers accepted ad hoc temporary teaching to boost their income. The semi-structured individual interviews (Kvale & Brinkman, 2009) lasted an average of 45 minutes. The questions centered around experiences of being an NQT, being a mentor or school leader for NQTs, improvement of the induction period, possibilities for NQTs to use their competence, and how NQTs were perceived as a resource in school. The interviews were recorded and transcribed verbatim by an assistant. The analysis of the transcripts was conducted manually in several stages and in collaboration between researchers. We mainly used a data driven reflexive thematic analysis (Braun & Clarke 2006).

Preliminary results suggest that NQTs are perceived as a resource in school. According to the first research question, there seem to be an agreement among school leaders, mentors and NQTs themselves that NQTs’ contribution include a high level of commitment, an outside perspective, and new knowledge. Additionally, NQTs’ flexibility is emphasised as a valuable contribution mainly by the school leaders and NQTs themselves. When it comes to the second research question, our preliminary results indicate differences between NQTs, mentors and school leaders’ perceptions of NQTs as a resource in school. NQTs have higher expectations of beeing a resource compared to the mentors and school leaders. NQTs seem to focus on academic optimism rather than weakness and helplessness (Hoy et al. 2008). There is, for example, agreement among the three groups of actors that the NQTs offer new knowledge by virtue of their recently completed teacher education. However, while NQTs are ready to contribute, school leaders and mentors are more hesitant. The difference may result from the fact that school leaders and mentors have years of experience with manoeuvring challenges in a complex profession (Avalos 2016; Smith et al. 2019), and do not immediately expect NQTs to be resources. School leaders’ deficit thinking about NQTs may result from their focus to reduce NQTs sick leave and turnover levels, and to prevent them leaving the profession (Sullivan et al. 2019). Mentors’ mission is to support NQTs (Kemmis et al., 2014), and may have focus of NQTs as vulnerable. NQTs recognise this picture, but in line with previous research, we find that they are more optimistic on their own behalf (Ulvik & Langørgen, 2012).

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