Cultivating Resilience and Success: Support Systems for Novice Teachers in Diverse Contexts

Abstract

This qualitative study explores the support systems that foster resilience and success among novice teachers in diverse sociocultural contexts within Israeli teacher training colleges. Semistructured interviews were conducted with a sample of 51 novice teachers from various educational backgrounds. The findings reveal a complex network of support encompassing formal institutional structures, such as mentorship programs and induction workshops, as well as informal networks of familial support and cultural connections. Utilizing a holistic framework that integrates social support theory, social connection theory, and self-determination theory, the study highlights the interplay between external support and novice teachers’ intrinsic motivations, which drive their pursuit of autonomy, competence, and relatedness. The key findings underscore the crucial role of comprehensive induction and mentoring programs that address novice teachers’ emotional, psychological, and professional needs. These programs should provide emotional support, opportunities for collaboration and peer learning, and personalized guidance from experienced mentors. The study also emphasizes the significance of supportive school cultures, meaningful mentoring relationships, and the strength of informal support networks in promoting novice teachers’ well-being and effectiveness. The implications of this research are far-reaching, offering valuable insights for the global educational community on developing supportive ecosystems that enhance novice teachers’ resilience, job satisfaction, and retention rates. By articulating the essential role of both formal and informal support systems, this study contributes significantly to the discourse on teacher education and addresses a crucial gap in the literature on support mechanisms across diverse educational settings.

1. Introduction

Transitioning from teacher preparation to classroom practice represents a significant challenge for novice teachers, marking a critical juncture that can profoundly impact their career trajectory. The initial year of teaching is characterized by a steep learning curve as novice educators strive to translate theoretical knowledge into practical skills within authentic educational environments [1]. New teachers encounter various challenges, such as classroom management, limited professional development opportunities, and the requirement for emotional and psychological support. These factors can significantly impact their professional growth and effectiveness [2,3].

Around the world, induction programs have been created to assist teachers during this phase. These programs offer mentorship training sessions and lighter workloads to help ease the transition into teaching [4]. The high turnover rates among teachers are a concern, with studies showing that 20% to 30% of new teachers in the United States leave the profession within their initial five years [5]. In nations like the United Kingdom and Italy, up to half of new teachers exit the field within their first five years [6]. In Israel, 40% of novice teachers leave teaching within five years [7].

While existing research has explored novice teachers’ experiences and support networks, there is a lack of understanding regarding the specific factors that contribute to their success within the unique sociocultural context of Israeli teacher training institutes. This study aims to address this research gap by investigating the essential support systems and strategies that enable novice teachers to thrive during their first year of teaching in Israel.

The primary objectives of this study are threefold: (1) to identify the key support systems that novice teachers rely on during their internship year, (2) to examine the specific strategies and actions that novice teachers employ to overcome challenges and achieve success, and (3) to provide insights into how teacher training institutes can design more effective support mechanisms tailored to the needs of novice teachers within the Israeli context.

By addressing these objectives, this study contributes to the existing body of knowledge on novice teacher support and offers practical implications for enhancing teacher education programs in Israel and beyond. The findings can inform the development of targeted interventions and policies to improve novice teachers’ well-being, effectiveness, and retention rates.

The research employs a holistic approach, integrating social support theory, social connection theory, self-determination theory, and resilience theory to provide a comprehensive framework that illustrates the dynamic interaction between internal motivations and external support.

Resilience theory has evolved from a focus on individual psychopathology to encompass a broader view that includes systemic interactions and protective factors. This perspective highlights resilience as a dynamic process involving the interplay of individual, relational, and contextual factors [8]. Resilience is seen as both a trait and an adaptive capability of systems, emphasizing the importance of networked, multisystem protective factors that collectively bolster against adversity [9,10]. This holistic approach advocates for comprehensive support systems that address the diverse needs of novice teachers.

Self-etermination theory (SDT), developed by Deci and Ryan, emphasizes the importance of fulfilling intrinsic psychological needs—competence, autonomy, and relatedness—for optimal motivation and personal growth. Studies within the SDT framework have demonstrated that supportive environments significantly influence novice teachers’ professional development and job satisfaction [11,12]. Teachers who perceive their work environment as supportive report higher levels of job satisfaction and lower instances of burnout, illustrating the critical role of psychological needs in teacher retention [13].

Social support theory underscores the role of perceived support from social circles in managing stress and enhancing well-being, particularly during challenging times. This theory outlines types of support—emotional, informational, and instrumental—and their impact on reducing stress and fostering resilience [14,15]. In the context of education, emotional backing from colleagues, mentors, and family members provides validation and a sense of camaraderie, which are crucial for novice teachers’ confidence and professional growth [16].

Social connection theory posits that humans inherently crave relationships for their well-being, with professional development, peer collaboration, and administrative support being essential components for promoting connectedness in educational environments [17]. This theory has been instrumental in understanding the challenges faced by novice educators and the significance of support networks in guiding teachers through their initial professional experiences [18,19]

By integrating insights from these multiple theoretical perspectives, this research aims to develop valuable guidelines for designing supportive ecosystems that enhance novice teachers’ efficacy and retention. This comprehensive approach underscores the importance of addressing the emotional, psychological, and professional needs of novice teachers to ensure their success and well-being in diverse educational settings globally.

2. Theoretical Background

2.1. Resilience Theory

Resilience theory, originally focused on psychopathology within psychology, has evolved to encompass developmental systems theory, highlighting resilience as both a trait and an adaptive capability of systems [20]. This broader perspective views resilience as the capacity of systems to navigate and overcome challenges that threaten their function, continuity, or progression. Resilience is seen as an interplay of processes among various levels of human systems, working together to protect against hardships and foster positive adjustment [21]. This holistic approach identifies networked multisystem protective factors that collectively provide transdiagnostic protection against adverse experiences and risks for psychopathology [22,23].

Some scholars argue that resilience has been overused and misapplied, reflecting a neoliberal ideology that places undue emphasis on individual capabilities without adequately addressing systemic or structural factors [20]. Despite these debates, resilience remains crucial in facing modern challenges, where it facilitates positive life changes and adjustment [22,23].

Integrating multifaceted resources within resilience theory involves recognizing the interdependence of individual, relational, and contextual factors. This approach emphasizes a dynamic interplay, advocating for comprehensive support systems that address diverse needs [24,25].

2.2. Self-Determination Theory (SDT)

Self-determination theory (SDT), developed by Deci and Ryan, emphasizes the critical role of nurturing environments in fulfilling inherent psychological needs—competence, autonomy, and relatedness. SDT has been extensively applied within educational development, particularly focusing on the early career stages of teachers [26]. Studies show that support systems tailored to these psychological needs, such as community learning environments and mentoring programs, significantly influence novice teachers’ professional development and motivation [27,28]. Teachers supported in these areas often report higher job satisfaction and lower instances of burnout [29,30]. Wang et al. found that mentorship enhances autonomy and competency, boosting job satisfaction and commitment [31]. Addressing these basic psychological needs fosters optimal professional growth and intrinsic motivation, positively affecting job performance and well-being [32]. This body of research underscores the imperative for educational institutions to prioritize these psychological needs through structured mentorship and support initiatives [33].

2.3. Social Connection Theory

Social connection theory, rooted in psychology, sociology, and neuroscience, posits that humans inherently crave relationships for their well-being. This theory emphasizes the significance of support networks for guiding novice teachers as they navigate their roles and form relationships with students; professional development, peer collaboration, and administrative support are essential components for promoting connectedness in educational environments [34,35,36]. Studies have shown that perceived teaching methods and social support significantly influence student outcomes through relationships [37,38,39]. This theory helps understand the vital role of social relationships in educational settings, particularly for novice educators and emphasizes the importance of nurturing a sense of belonging and connection [40,41,42,43].

2.4. Social Support Theory

Social support theory, a concept in psychology and sociology, underscores the role of perceived support from social circles in managing stress and improving well-being, especially during tough times. This theory outlines types of support: emotional, informational, and instrumental, emphasizing their roles in reducing stress, boosting resilience, and enhancing overall health [44,45,46,47]. Cohen and Wills proposed that social support acts as a buffer against the mental effects of stress [45]. In education, social support theory highlights the importance of emotional backing from colleagues, mentors, and family members, providing validation and camaraderie [48,49,50]. Various studies have consistently shown that social support positively influences teachers’ job satisfaction, dedication, and longevity [51,52,53,54,55].

Social support nurtures feelings of inclusion within the community, leading to job satisfaction, commitment, and retention rates. Väisänen et al. and Lam emphasize the significance of a school environment for the well-being and success of teachers [55]. By applying Social Support Theory to the induction experiences of novice educators, we gain insight into the support they receive. Its critical role is in their resilience, efficacy, and professional growth. This viewpoint guides creating orientation and coaching initiatives that cater to the emotional requirements of educators [51,52,53,54,55].

Integrating these theoretical frameworks, resilience theory, self-determination theory, social support theory, and social connection theory, provides a comprehensive understanding of the support systems necessary for novice teachers. Resilience theory offers a macroperspective on the adaptive capabilities of systems, emphasizing the need for networked, multisystem protective factors. SDT focuses on fulfilling intrinsic psychological needs, highlighting the importance of supportive environments in fostering motivation and professional growth. Social support theory provides insights into the emotional and practical support needed to reduce stress and enhance well-being, while social connection theory underscores the importance of relational networks in educational settings.

By combining concepts from resilience theory, self-determination theory, social support theory, and social connection theory, we aim to offer a view of how elements, including individual strengths, social connections, and support, interact to establish an environment conducive to the success of new educators. Our objective is to utilize these insights to provide guidance on developing induction and mentoring initiatives that not only assist inexperienced teachers in navigating challenges but also empower them to grow, stay motivated, and develop resilience regardless of the obstacles they encounter or their teaching locations. Ultimately, our aim is to enhance our understanding of the requirements for novice teachers to thrive and feel supported so that educational institutions and teacher training programs can create conditions for their professional development.

3. Methodology

3.1. Research Approach and Design

Our study followed a qualitative research methodology rooted in the phenomenological–interpretive tradition [56,57,58,59]. This approach was chosen because it allows for an in-depth exploration of the lived experiences and subjective meanings that individuals attach to a particular phenomenon [56]. By examining the shared and unique characteristics of novice teachers’ experiences within the same setting, we aimed to identify the essential structures and meanings that underlie their professional journey. The phenomenological–interpretive approach, as developed by researchers such as Smith and Nizza [57], provides a framework for understanding how individuals make sense of their experiences and the significance they attribute to them.

3.2. Participants

We set out to investigate the sources of assistance that helped novice teachers overcome challenges and achieve success during their first year. To do this, we conducted semistructured interviews with 51 participants, including 47 females and 4 males from diverse educational backgrounds. These participants, ranging from their late twenties to early forties, were recruited through a call for participation among recent graduates from the college. We also used the snowball sampling method, where our initial participants referred other novice teachers to the study. This dual approach ensured we had a representative sample that captured a wide range of perspectives and experiences [60]. Snowball sampling was particularly useful in this context, as it allowed us to reach novice teachers who may not have responded to the initial call for participation and to tap into existing networks of support and shared experiences among novice teachers.

3.3. Data Collections

To capture the nuanced, multifaceted experiences of novice teachers during their internship, we used a combination of unstructured and semistructured interviews. These interviews explored their achievements, challenges, and the support they received in their initial year, providing insights into their identities, educational backgrounds, coping strategies, and triumphs [61]. We made sure to record and transcribe all the interviews, giving us a wealth of comprehensive and rich data to work with. The phenomenological-interpretive approach, as developed by researchers such as Smith and Nizza [62], provides a framework for understanding how individuals make sense of their experiences and the significance they attribute to them.

3.4. Data Analysis

Analyzing the data was a multistep process. We started by identifying key components of the interviews, then formulated themes and categories, and finally generated hypotheses and interpretations. This involved a detailed coding process where we sought to identify “meaning units” and distill them into coherent themes [63]. Specifically, we used thematic analysis, which meant:

• Familiarizing ourselves with the data by reading and rereading the interview transcripts.
• Generating initial codes that emerged from the data through a manual coding process.
• Searching for themes by grouping the initial codes and identifying patterns and relationships among them.
• Reviewing the themes to ensure they accurately represented the data and were coherent and distinct.
• Defining and naming each theme, capturing the essence of what each theme was about, and how it related to the research questions.
• Producing the report by weaving together the themes into a coherent narrative that addressed our research objectives and provided a rich, nuanced understanding of novice teachers’ experiences [64,65].

3.5. Ensuring Quality and Integrity

To ensure the trustworthiness of our research, we engaged in peer debriefing. This meant having colleagues review and provide feedback on our data analysis and interpretations [63].

Ethical considerations were a top priority throughout the study. We adhered to rigorous ethical standards to protect our participants’ well-being and rights, following established guidelines [64,65]. All participants provided informed consent, and we conducted the study with principles of respect, trust, mutuality, and cooperation in mind. We took measures to maintain confidentiality and protect participant privacy, including anonymizing names and omitting identifiable details. To further reinforce the integrity, trustworthiness, and accuracy of our conclusions, we had peers within our academic department rigorously review and validate the study’s findings.

3.6. Diverse Participants

The study participants came from various educational departments and recently graduated from college after finishing their internship at a teacher training institution in Israel. This diversity allowed us to comprehensively understand the different support systems in place and their effectiveness across contexts. By including both male and female participants, albeit with a female majority, we gained a balanced perspective on the experiences and challenges faced by novice teachers [66].

4. Findings

This study investigates the support infrastructure accessible to novice teachers during their initial year of employment. Through the application of social connection theory, we have identified five primary themes that structure the support system for novice teachers: mentorship, induction workshop, educational framework, family support, and independent resources. The debate will showcase these themes and the corresponding quotes from participants and amalgamate theoretical perspectives.

4.1. The Mentor: A Guide to Success in the Workplace

The mentorship theme highlights the critical role mentors play in providing emotional and professional support to novice teachers. This support is crucial for their professional development and successful integration into the school environment. The findings of the current study underscore the significant and devoted role of the mentor in accompanying novice teachers throughout their first year.

A group of novice teachers spoke about the mentor’s role in providing emotional, professional, and pedagogical support, aiding their absorption into the educational framework, and serving as an esteemed personality. These contributions were arranged into four categories:

Emotional support: Mai’s and Mary’s stories focused mainly on the emotional support they received from their mentors, describing them as empathic characters who were attentive to their needs and readily available. Mai said, “She was attentive to me and helped me emotionally more than from the academic aspect. She helped me by listening to me and was ready to help me with many things, such as equipment, books, and stories. If I needed something, then even without asking, she would say, here, take this; do not be embarrassed because there is no difference between us”.

Professional and Pedagogic Support: Hava and Efrat, like many others, focused on the mentor as someone who provided professional solutions to their questions and issues. Hava said, “I found an attentive ear. In the beginning, I felt I was in a minefield, and over time, she helped me remove the mines. I arrived with difficulties and many questions, and at the end of the process, I felt I was more mature for the work with the pupils and more confident of my steps in the class. This mentoring gave me a lot of confidence; I think there is a direct connection between success and mentoring”.

Fadia noted, “I always turn to the mentor teacher...For example, suppose one of the students behaves inappropriately. In that case, I talk to the homeroom teacher to understand him and see what the appropriate solution is to deal with him...then go back to my mentor...The most important thing was the mentor teacher, who did not leave me for a moment”.

Meriam excitedly explained, “The mentor I work with is incredibly helpful, especially since she has extensive experience teaching communication classes. During our weekly sessions together, we explore specific topics related to the educational process that interest me as an educator, whether it is inside the classroom with my students or within the school in general with my colleagues. In our most recent meeting, we discussed the topic of emergency events that may occur during a lesson presentation and how to handle them calmly and effectively. We talked about scenarios where a child separates from the group, gets distracted, or refuses to participate in the lesson or activity we are working on. We came up with some ideas that can be implemented during these emergencies to help manage them easily, especially when the school principal observes the lesson”.

These experiences highlight mentors’ instrumental support, offering tangible assistance with daily teaching and administrative tasks.

Integrating into School Life: Hila was the only one using a mentor to understand the staff dynamics in kindergarten. She said, “The mentor met me every recess and involved me in many activities on my own initiative. She added me to the kindergarten’s administrative staff, and I felt she helped me greatly and increased my self-confidence”.

Personal qualifications of the mentor: Like other novice teachers, Yehudit talks about the mentor who helped her and supported her emotionally and professionally but mainly notes her unique personality as an important component in this support circle. She said, “I think this was the mentor’s serenity, and she made me calm. From the outset, she told me, I am coming to be with you, not to check you, and so it was. She came and gave me fun arithmetic games to do with them. She noticed several children to whom I should pay attention. She had such observations that strengthened me. She helped me cope with boundaries and appreciated what I had done with the family and the child. She gave me a great sense of strength”.

Mahmoud added, “My mentor teacher is an incredibly professional and supportive teacher who always goes above and beyond. He checks in on me daily and offers assistance whenever I need help with a topic or lesson. We often hold sessions where he provides guidance, support, and a listening ear. He encourages me to think outside the box and suggests ideas I may not have considered before...”

Ameera also contributed to the mentor praise, “Since the beginning of this year, she has made me feel like I have been a teacher for years. She is kind and treats me with respect, providing helpful educational strategies that are fruitful and valuable. During my internship, she never made me feel like a burden and always guided me in a kind and supportive way. I feel independent, comfortable, and able to be myself around the staff. I do not feel the need to pretend to be anything other than who I am”.

The mentor’s significant contribution is prominent in the novice teachers’ stories as a source of great emotional, personal, and multidimensional support. Mentors are described as available, attentive, and confidence-building. They possess content knowledge and pedagogical expertise that enable novice teachers to explore ideas, ask questions, and receive feedback. Furthermore, mentors serve as a source of learning to understand staff dynamics and integrate them into the educational framework.

4.2. The Induction Workshop: Fostering a Community of Learners

The induction workshop serves as a collective space where novice teachers can share experiences, challenges, and coping strategies, thereby building a community of practice that enriches their induction experience. This theme explores the significant role of the induction workshop in providing a supportive and collaborative environment for novice teachers during their first year of teaching.

Many novice teachers identified the induction workshop as a unique and significant circle of assistance during their induction year. They noted four main categories that contributed to the workshop’s effectiveness: group support, strengthening resources, imparting life skills, and the role of the workshop facilitator.

Group support: The workshop provided a safe and protected space for novice teachers to meet as equal colleagues and participants. It allowed them to discuss various issues, reveal difficulties, failures, and weaknesses, and draw strength from each other’s advice and ideas.

Devora’s experience highlights the importance of this supportive environment:

“We always talked about everything, and I really waited all week for a workshop. We sometimes remained long after its conclusion because we needed to talk and share. Sometimes I felt great, so it was not only me. This is a type of support that greatly protects us in our college...We are all in the same boat; we used to talk before the lecture, during the workshop, and thereafter. We all learned from each other’s experiences. We were very close and could talk about everything...”

The shared experiences and sense of learning community among novice teachers in the workshop contribute to their emotional well-being and professional growth, as evidenced by the additional quotes from participants who benefited from the workshop’s supportive atmosphere.

Empowering the novice teacher’s strengths: The stories below emphasize the workshop’s role in empowering and strengthening their abilities, both functionally and emotionally. Hasan’s experience illustrates how the workshop and his colleagues played a meaningful part in his success:

“The workshop gave me strength, and my colleagues there encouraged me to believe in myself and that my project would be successful. Thank God...despite the difficulties I had during the year with the principal and the other teachers, my investment was not in vain...I felt that together with my friends in the workshop, I would be able to introduce change”.

Hani added, “It is beneficial to have an internship workshop as it involves a year of practical application and work in schools. The workshop provides guidance and helps generate ideas that are not usually considered. I have personally benefited from every meeting, as it has helped me find solutions to problems we face. I appreciate the idea of filming lessons and discussing their outcomes, as it raises awareness about paying attention to important aspects of the lesson. It is crucial to plan the lesson well for its success”.

Hani’s comment further underscores the workshop’s value in providing guidance, generating ideas, and helping novice teachers find solutions to the problems they face.

Imparting life skills: Michal’s unique story focuses on the life skills she acquired in the workshop, particularly assertiveness and self-advocacy, which helped her navigate a challenging situation related to her professional rights and working conditions. She said, “It gave me tools for an approach to life. We worked on assertiveness, knowing what I am worth, and demanding suitable conditions”.

The workshop facilitator: A group of novice teachers referred to the workshop facilitator as an attentive role model and partner in observing and addressing various difficulties and issues. The facilitator’s calmness, reassuring presence, and willingness to provide guidance and support were highly valued by the participants.

“The workshop supervisor was particularly impressive in how she conducted the sessions. Her calmness and reassuring voice comforted the soul as if she were saying that everything will pass, difficulties will fade away, and challenges will become less severe, but that requires calmness”.

Sama added, “My workshop facilitator, when my student had difficulty memorizing colors despite the repetition. I turned to her, and she guided me to a new method and skill in teaching”.

More novices addressed the facilitator in warm words:

“The workshop supervisor was particularly impressive in the way she conducted the sessions. Her calmness and reassuring voice comforted the soul as if she were saying that everything will pass, difficulties will fade away, and challenges will become less severe, but that requires calmness”.

“Our facilitator was instrumental in creating an inclusive environment for us. She guided us towards development and improvement with ease and positivity. Her style of providing constructive criticism was effective and well-received. She thoughtfully examined each behavior and provided feedback in a clear and concise manner. She was characterized by her simplicity, flexibility, and lack of complexity. Her willingness to answer all of our questions with an open heart was greatly appreciated”.

The novice teachers’ quotes indicate that the induction workshop serves as a circle of support and help among equals, where roles are exchanged, and participants develop from being supportive to being supported and vice versa. The workshop’s consistent presence provides participants with confidence and a strong sense of togetherness in coping with similar difficulties. The workshop facilitator is seen as a protective and soothing presence, attentive to the needs of each participant.

4.3. The Educational Framework: An Ecosystem of Support

Within the educational framework, principals and staff members play an instrumental role in offering emotional and pedagogical support to novice teachers, creating a supportive ecosystem that fosters their development. This theme explores the significance of the educational framework in helping novice teachers thrive during their induction year and prevent them from dropping out of the profession.

The experiences below highlight the importance of the educational framework in providing emotional and pedagogical support during their induction year.

Emotional support from the principal and the staff: Vered’s story emphasizes the principal’s role as a supportive and embracing figure who provides what she needs to succeed in her internship. She also describes the staff in a positive, enveloping light.

“The kindergarten staff enveloped me. They were extremely professional, warm, and caring. The principal greatly helped me by listening and trying to consider what I was experiencing...”

Pedagogic support from a staff member: Zehavit’s experience introduces a unique figure in the circles of help and assistance: a veteran teacher on the staff who served as an esteemed role model and helped her learn didactic tools to overcome the difficulties of various children.

“There was a fifty-year-old woman full of love and generosity to all. I saw how she worked with the toughest cases. She never raised her voice, she was patient, and she had tremendous experience in coping with children’s behavioral problems...and impressive didactic tools to teach them how to read and write. I lucked out. A year later, I remained with that same class (smiling)”.

Other novice teachers’ experiences further emphasize the importance of support from various members of the educational framework, including special education coordinators, experienced colleagues, inclusion coordinators, internship supervisors, counselors, and subject-specific teachers. These novice teachers sought guidance on lesson planning, classroom management, and navigating the school system.

Below, a big group of beginners shared lengthy quotes about the support they have received from these resources at school:

“The special education coordinator. In case of difficulty in passing an Arabic language lesson such as reading, she gives ideas on how to pass a reading text, pre-reading exercises”.

“Colleagues who have older experiences in the field of education and benefit from their experiences in developing ways to present kindergarten curriculum topics in a way that suits the abilities of my children in the classroom and in a simpler way”.

“I turn to the special education coordinator and the inclusion coordinator, as they are very cooperative”.

“We turn to colleagues who are doing internships in different places such as the Hebrew University, to colleagues who did internships in previous years...”

“My principal explained to me what is required of me initially as an intern teacher, and we also discussed the topic of the initiative that I will present at the school”.

“The internship supervisor from the ministry helps me with directions according to my need for help”.

“The counselor, the “Matia” official from outside the school, the Arabic language teachers...”

“I sometimes turned to teachers who were in the internship year in the previous year, some of whom were with my current workshop facilitator. I used to ask them how to work on an initiative and present it in a way the facilitator liked. I also used to ask them about some issues related to the school and the monthly salary during their internship year”.

Rana’s story illustrates the significance of informal support networks when formal support structures fail to meet the needs of novice teachers:

“It was terrible for me because I had left college with a very good evaluation, and suddenly, the special education coordinator told me that I did not know how to teach...I did not know what to do. Who should I turn to? Then I remembered a teacher from my village in the north who worked with students on the spectrum. I called her and went to the village on the weekend to meet her. She became my mentor. She gave me educational games and all sorts of ideas, really adopting me. And all with kindness and calmness. What luck I had...”

4.4. Family Members: The Uncharted Sources of Strength

This theme reveals the often-overlooked support from family members, showcasing how emotional encouragement and professional experiences within the family contribute to novice teachers’ success. An interesting finding in this study, which lacks support in professional literature, is that the novice teacher’s family serves as their sole circle of support. The experiences of some novice teachers highlight the significant role family members play in accompanying and supporting them throughout their induction year. Two categories emerged: how families’ professional teaching experience (mother, father, sister, siblings, sons, and grandmother) greatly contributed to their daily coping, while others describe partner and parents as those who believed in her abilities and led to her success.

Professional experience of family members: Hanadi and Zinab’s family members are key figures in the Arab education system, making them valuable resources throughout the internship year. Their parents and sister supported them and shared their many years of teaching experience.

Hanadi, who successfully integrated into the school staff and received great appreciation for her diligence and initiative, attributes her success to her mother’s encouragement and support during difficult moments:

“My mother also helped me when I wanted new ideas. As long as I can enjoy her help, why should I not benefit from these ideas? Mother would say, “Do not pay attention to everything they say to you; they talk a lot but do little”. She recommended patience, and I decided to ignore what people said. She constantly offered to help me, especially when she saw I had a problem or difficulty”.

Zainab, who successfully led the reintegration of pupils who were at risk of dropping out, credits her family’s support and guidance:

“My sister encouraged me, pushed me, and guided me to work with children...my father was a school principal in a school associated with the same network as the one I worked in...he advised me and guided me in many things...my integration in the school was more rapid and successful, I think, due to this...”

Other novice teachers, such as Amani, Manal, and Reema, also received support from family members in the form of guidance, educational strategies, and assistance in creating educational aids. These experiences underscore the importance of family support in providing novice teachers with practical tools and knowledge to succeed in their roles.

Amani said, “My sister is a school principal, and I constantly ask her about activities and strategies for students. In addition, my father is a pediatrician who helps me understand students’ diseases, how to deal with them, and the type of medication for each disease. Also, my mother helped me prepare educational aids, to the point that she started buying me the aids that she found distinctive. My family is my first support”.

Unexpectedly, Manal, 38 years old and married, brought her children into the picture. “I involve my children in preparing educational aids and activities and take their opinions on ideas I would like to implement. They help me by cutting, printing, drawing, and giving ideas. I also share with them the events of my day at school”.

Reema shared that she received help from her brothers in creating educational aids, “I got help from my sister and brother to create educational aids. They provided me with guidance and physical support to make it successful. Together, we designed and prepared sensory aids that could attract students’ attention. Their contribution was crucial, and I couldn’t have done it without their support. It’s worth mentioning that both my siblings finished high school”.

Salam’s story, as a novice teacher with a mixed Arabic–Russian background struggling to support Irene, a 5-year-old girl with language difficulties and aggressive behavior, illustrates the profound impact of family wisdom:

“I recall my grandmother’s Russian songs calming me as a child. I took her advice, recorded Irene singing in Russian, and played it for her during difficult moments. The song deeply touched Irene, who hugged the phone tightly and shed a tear alongside me. I silently thank my grandmother for the profound solution”.

Emotional support from partner and parents: Orli was able to work with a child who was thrown out of several educational frameworks because they were unable to work with him and help him progress. She shared the emotional support of her partner and parents, who knew how to listen to her without being judgmental and had great faith in her abilities.

“The main support was from my husband, who gave me the feeling that I was capable. He knew how to listen to me. My parents also greatly supported me...They pushed me into studying teaching (smiling)”.

Also, Suha referred to her husband, “My husband has been my constant supporter in all my achievements. Whenever I faced difficulties at work or in my personal life, he provided me with full support and advice. One day, I returned home feeling frustrated after Hala (my challenging kid at special education kindergarten) had been absent from kindergarten due to illness. My husband reminded me that I had created Hala from scratch, and it was possible for me to revive her memory again. His words encouraged me, and the process of revival took place over a few days”.

Wafaa described her family contribution as follows: “During the initial stages of my educational journey, my parents provided me with significant support, both financially and morally, as I began my studies at Al-Quds University. They also encouraged me to join Al-Qasemi College as I continued on my journey. My mother, father, and siblings were my primary supporters throughout my educational journey. When I started working as a novice teacher, they continued to provide me with moral support, which helped me begin my new career with confidence”.

4.5. Independent Resources and Self-Determination

Novice teachers draw upon personal attributes, life experiences, and cultural heritage as independent resources, fostering a sense of self-determination that supports their professional journey.

A group of novice teachers describes the stressful situations they experienced and the use of their existing resources as a main theme to help them cope with diverse issues, which contributed to their sense of self-determination and encounters with success. These novice teachers revealed four categories connected to their personal attributes: faith, heritage (home education, parents), and previous experiences that strengthened their ability to cope with difficulties and enjoy success.

Personal attributes: Miri, Ziad, and Einah emphasize mainly their personality attributes as those that contributed to their success during their year of internship.

Miri, for example, managed to improve the functioning of a child with severe limitations who was included in a regular class when the other staff members had despaired of her. And thus, she talks about her personality traits—critical, reflective ability, persistence, and stubbornness—that contributed to her success.

“I am a person who does not give in to myself; I have to analyze everything and think. Perhaps I reacted incorrectly, but perhaps we should try a different way. I constantly took things with me and checked what I could do...I am stubborn and insist on important things. Till today, my father says to me: You don’t stop until you get what you want”.

Similarly, Ziad tells how he copes as a homeroom teacher for adults with learning difficulties and severe behavioral problems who studied in a regular school framework. Every day, he read them real-life stories that created motivation to learn and succeed. Ziad emphasizes his great patience, his perception of reality, and his belief in his ability, which are the attributes that led to his success.

“This success did not come from out of the blue...I did not expect it to be so hard...I succeeded because of my uniqueness and my belief in myself. I am flexible, tolerant, realistic, and can handle my life reality. I have strength and hope. Thank God my investment was not wasted”.

Samira shortly explained, “I always sought solutions independently to prove my capabilities to myself”.

Lina ended this round with her words: “I was the mentor of myself”.

She continued: “I spoke openly with the children, sharing my own struggles and encouraging them to help “S” overcome her challenges. The mentor teacher disapproved, fearing the parents’ reactions and believing children shouldn’t know about my weaknesses. Despite the risk of failing my internship, I insisted on my approach. As a result, the children opened up to me about their own struggles and worries. It was an amazing year, and although it’s both funny and sad, I realized that during the internship, I was my own mentor. Luckily, the official supervisor really liked me”.

Education from home and heritage: Laila and Hassan remember the education they received at home as shaping their personalities and as a resource for their success during the year. Thus, for example, Laila was forced to cope with a rigid, strict, and authoritarian school principal whose personality clouded the kindergarten atmosphere. Thanks to the education she received at home and the value of love and respect for others, Laila managed to appeal to the principal and create meaningful change in the relationships and atmosphere in the kindergarten.

“I have the strength to include people, to help them, to give them something. This is also developed while learning, but it comes mainly from home. In our home, my mother taught us to love each other and to let each other care about each other. Everyone is a human being, and no one is better than the other. I took this with me into life. Here in kindergarten, the relationships were not good. I understood the principal was like this because she also found things a bit hard. I decided to help her, as I was brought up. I will help her, and she will help me. I’ll give it to her, and she will give it to me. That’s how it is”.

Hassan also talks about his parents, teachers who imparted the love of the teaching profession and the belief in pupils, thanks to which he managed to find a football group for pupils who were mentally retarded, to teach them what to share. Competitions are, and to enter municipal competitions.

“I like being a teacher...both my parents are school teachers, and they taught me to believe in children and in myself, and since I am involved daily with sport, it was clear to me that my pupils can be involved in sport too...I believe that everyone has something wonderful in them, and my pupils were like this, too”.

Areen shared, “I was grateful to have received support and encouragement from my family when I reached the internship stage. My friends also showed me love and eagerness as I embarked on a fruitful stage after a long educational journey. However, I did not receive any assistance, guidance, or advice regarding the work process. I had to do everything on my own”.

Life experience: Yaela and Bissan each spoke about their previous experience as a resource, which led them to success during their internship year.

Yaela managed to create a personal and professional connection and generate change in the parents of a special education child. They denied their son’s difficulties and were hostile and suspicious of her. She emphasizes that her educational experience helped her to develop a relationship of trust with her parents.

“I was a youth guide for many years, and this was very good for me. I knew I could manage, knew how to talk to people, discovered my sensitivity, and managed to create change among youth...I needed and wanted to do something, to influence...I managed to be there for them...”

In contrast to Yaela, Bissan is a student who returned to studying and teaching at a late age after establishing her family and her children had grown up. She relates to her motherly experience in rearing her children as an experience that led to her impressive success with a child with severe mental retardation, whom she taught to walk, to communicate in primary language, and even to understand basic concepts in mathematics. These achievements were particularly notable in view of the great frustration the staff felt for years, coupled with the fact that they did not manage to help the child progress. Bissan relates:

“Fifteen years have passed since I completed my first year at the college, and I left my studies because I got married and began to raise children...but I did not give up and decided to continue my studies...as a mother, I love my children and other children...I both completed my studies and raised a family of which I am so proud. In the beginning, I cried over every problem that cropped up, and I waited for others to solve my problems. I was alone, without family. Everyone was in Jordan. My life experience taught me a lesson in emotional resilience and survival vis-à-vis the many difficulties I encountered while I was studying at the College. My accumulated life experience as a mother who forgoes much for her children helped me to understand and become closer to their world of pupils with special needs. They need much patience and inclusion...my pupils also helped me to understand myself better and be a better mother to my children and to my entire family...”

This experience showcases the role of competence, the third basic psychological need in SDT, which refers to the individual’s sense of mastery and effectiveness in their environment. Bissan’s life experience as a mother has equipped her with the skills and knowledge to work effectively with children with special needs, enhancing her sense of competence in her professional role.

Religious belief and a positive approach to life: Rula’s experience as a Hebrew teacher in an Arab elementary school highlights the role of personal beliefs and a positive outlook in fostering resilience and creativity. Her strong faith and the values instilled by her parents serve as a foundation for her approach to life and teaching.

She recounts, “I am a person who asks for the mercy of my God and the acceptance of my parents. I am someone who helps others, even if it is at my expense. I love life and love to live, laugh, and look at things in a positive light, even if they may not be that positive. I also see negative things in a positive light. Even if something bad happens to me, I remain apathetic. I think it will pass, and that happens, and I take off in a positive manner. No one has a perfect life, and I learn from my experiences; I do not let negative experiences and cases affect me badly”.

Rula’s story illustrates how religious belief and a positive mindset can contribute to a novice teacher’s sense of self-determination and drive to make a meaningful impact on their students and community.

Rula’s ability to find positive aspects in challenging situations and learn from her experiences demonstrates a high sense of coherence, which helps in managing stress and promoting well-being. Rula’s experiences and those of other novice teachers in the study suggest that a strong sense of coherence, manifested through personal attributes, optimism, life experience, religious belief, and values learned from home, can contribute to their success and resilience as educators.

5. Discussion

The study uncovers a rich tapestry of support systems that contribute to the resilience and success of novice teachers within the diverse sociocultural landscapes of teacher training colleges. The key findings include:

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The indispensable role of mentors in providing emotional, professional, and pedagogical support, serving as esteemed role models, and facilitating integration into the educational framework.

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The significance of the induction workshop as a supportive and collaborative space for shared learning, offering a platform for novice teachers to exchange experiences, draw strength from one another, and acquire essential life skills under the guidance of an attentive facilitator.

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The crucial importance of the educational framework, including principals and staff members, in providing emotional support and practical guidance, fostering a sense of belonging and professional growth within the school community. The emergence of family members, particularly those with professional expertise in education, as a vital source of emotional encouragement and pedagogical guidance, contributing to novice teachers’ resilience and success

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The role of personal attributes, life experiences, cultural heritage, and religious beliefs as independent resources that novice teachers draw upon, demonstrating self-determination and agency in navigating the challenges of their first year in the profession.

The findings of this study paint a vivid picture of the multifaceted nature of support systems that underpin the resilience and success of novice teachers within the rich and varied sociocultural tapestry of teacher training colleges. The study illuminates a complex web of support, spanning formal institutional structures and informal networks of familial and cultural connections, resonating with the ecological framework put forth by Bronfenbrenner [67,68].

The indispensable role of mentors in providing a trifecta of support—emotional, professional, and pedagogical—echoes the existing literature, which underscores the paramount significance of mentoring relationships in nurturing novice teachers’ growth and well-being [8,9,14,15,16,17,18,19]. The findings align with the work of Schatz-Oppenheimer [8] and Vaitzman Ben-David and Berkovich [9], who emphasize the mentor’s pivotal role in cultivating pedagogical skills and fostering emotional resilience. Through the lens of social connection theory [36,40], the mentorship bond emerges as a vital social tie, imbuing novice teachers with the social capital necessary for their professional identity formation and integration into the educational community.

The induction workshop, as a collaborative haven for shared learning and support, mirrors the importance of communities of practice in teacher development [14,15]. The workshop’s instrumental role in fostering a sense of belonging and collective resilience among novice teachers resonates with the tenets of social support theory [44,46,49,50], highlighting the buffering effect of social support against the trials and tribulations of the induction year. The attentive and nurturing presence of the workshop facilitator further underscores the critical importance of emotional support in novice teachers’ professional growth [17,45,56].

The profound significance of the educational framework, including principals and staff, in providing emotional and practical support to novice teachers finds parallels in research on the role of school culture and leadership in teacher retention and well-being [56,57,58,59]. The findings vividly illustrate how a supportive and inclusive school environment, posited by social connection theory [39,40], contributes to novice teachers’ sense of belonging and professional efficacy.

The emergence of family members as a vital wellspring of support for novice teachers, particularly those with professional expertise in education, adds a new dimension to our understanding of support systems in teacher induction.

This finding underscores the blending of personal and professional realms, aligning with Vygotsky’s sociocultural theory [69] and Bronfenbrenner’s ecological systems theory [68], which emphasize the profound importance of social context in learning and development.

The pivotal role of personal attributes, life experiences, cultural heritage, and religious beliefs in shaping novice teachers’ resilience and self-determination resonates with the principles of self-determination theory [26,28,32,33]. The findings vividly illustrate how the fulfillment of basic psychological needs, competence, autonomy, and relatedness contributes to novice teachers’ intrinsic motivation and professional growth. For instance, the study highlights how novice teachers draw upon their cultural heritage and the values instilled by their parents to navigate challenging situations and create meaningful change in their educational settings. The study also highlights the critical importance of contextual and cultural factors in understanding novice teachers’ experiences, aligning with the holistic perspective of resilience theory [20,21,24,25].

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The pivotal role of personal attributes, life experiences, cultural heritage, and religious beliefs in shaping novice teachers’ resilience and self-determination resonates with the principles of self-determination theory [26,28,32,33]. The findings vividly illustrate how the fulfillment of basic psychological needs, competence, autonomy, and relatedness contributes to novice teachers’ intrinsic motivation and professional growth [67,68]. For instance, the study highlights how novice teachers draw upon their cultural heritage and the values instilled by their parents to navigate challenging situations and create meaningful change in their educational settings. The study also highlights the critical importance of contextual and cultural factors in understanding novice teachers’ experiences, aligning with the holistic perspective of resilience theory [20,21,24,25].

Moreover, the study’s findings underscore the significance of novice teachers’ active role in their own induction process, as highlighted by Sela and Harel [70]. Novice teachers who proactively seek support, initiate projects, and engage in their professional development demonstrate higher levels of resilience and success in their early careers. This aligns with Antonovsky’s [71] concept of sense of coherence, which emphasizes the importance of individuals’ ability to manage stress and maintain well-being in the face of challenges.

Furthermore, the study’s insights into the role of mentors and supportive school environments in fostering novice teachers’ autonomy and self-efficacy resonate with the findings of Wang et al. [72]. Their research highlights the positive impact of teachers’ goal orientations and autonomy support on student self-efficacy, underlining the importance of creating nurturing educational contexts that promote both teacher and student growth.

This study makes a significant contribution to the discourse on teacher education and professional development by shedding light on the complex interplay of individual, relational, and contextual factors that shape novice teachers’ professional journeys. The integration of multiple theoretical frameworks—social support theory, social connection theory, self-determination theory, and resilience theory—offers a comprehensive lens through which to examine the multifaceted nature of support systems that foster novice teachers’ resilience and success.

The insights gleaned from this study hold profound implications for the design of induction and mentoring programs, underscoring the need for a holistic approach that addresses novice teachers’ emotional, psychological, and professional needs. The findings emphasize the critical importance of cultivating supportive school cultures, facilitating meaningful mentoring relationships, and harnessing the strength of informal support networks, such as family and cultural connections.

As educational institutions worldwide grapple with the perennial challenges of teacher retention and effectiveness, this study offers invaluable guidelines for developing supportive ecosystems that enhance novice teachers’ well-being and efficacy. By illuminating the crucial role of both formal and informal support in fostering teacher resilience and success, this research makes a significant contribution to the ongoing discourse on teacher education and professional development, paving the way for more effective and holistic approaches to supporting novice teachers in their professional journey.

6. Implications

The findings of this study have significant implications for teacher education, policy-making, and institutional practices. By examining the multifaceted support systems that contribute to the resilience and success of novice teachers, this research offers valuable insights for developing comprehensive support frameworks in teacher training programs.

On a policy level, national educational authorities should integrate structured mentorship programs into their policies to ensure all novice teachers receive consistent and comprehensive support during their induction year. Such initiatives can help reduce attrition rates and improve teacher retention. Additionally, the importance of induction workshops, as highlighted by this study, suggests that national standards for teacher induction should include mandatory, well-designed programs focusing on both practical skills and emotional support.

The findings can inform teacher training programs globally by emphasizing the need for a holistic approach that includes emotional, psychological, and professional support for novice teachers. International collaboration and exchanges can facilitate the sharing of best practices and innovative support models across different educational contexts.

At the institutional level, teacher training colleges should prioritize establishing supportive educational frameworks that include principals, staff members, and peer support networks. Creating policies that foster a culture of support, inclusion, and continuous professional development is essential. Furthermore, recognizing the vital role of family support and cultural context in shaping novice teachers’ resilience can lead to programs that engage families and communities in the teacher induction process, providing additional layers of support.

7. Conclusions

This study provides a comprehensive exploration of the support systems that contribute to the resilience and success of novice teachers within diverse sociocultural contexts. The key findings underscore the indispensable role of mentors, the significance of induction workshops, the importance of supportive educational frameworks, the contribution of family support, and the influence of personal attributes and cultural contexts.

The main contributions of this study lie in its holistic understanding of support systems. By integrating multiple theoretical frameworks—social support theory, social connection theory, self-determination theory, and resilience theory—the study offers a nuanced perspective on how various support systems interact to bolster novice teachers’ resilience and success.

Practically, the findings emphasize the need for comprehensive induction and mentoring programs that address novice teachers’ emotional, psychological, and professional needs. Key elements such programs should provide include emotional support, opportunities for collaboration and peer learning, and personalized guidance from experienced mentors. Educational institutions should cultivate supportive school cultures, facilitate meaningful mentoring relationships, and harness the strength of informal support networks, such as family and cultural connections.

On a policy level, the study recommends integrating structured mentorship and induction programs into national educational policies. Teacher training programs globally should adopt a holistic approach to support novice teachers, sharing best practices across different educational contexts.

8. Future Research

Future research should explore factors that impact teacher job satisfaction, retention, and student academic performance. Longitudinal studies can reveal how resilience, support-seeking, and cultural sensitivity evolve and affect outcomes. Crosscultural research can identify universal and culture-specific elements contributing to novice teacher success. Investigating the experiences of inexperienced teachers across different settings is crucial, including the role of mentors and support structures. Understanding the long-term implications of these systems on retention and student progress is necessary. Informal support networks’ mechanisms, like family and community ties, can contribute to teacher growth. Minority populations may rely on unique systems. Research can promote tailored support systems, leading to more effective outcomes.