📄 Abstract
The research purpose of this project was to explore and describe the experiences of beginning teachers in New Zealand during their initial period of professionalization, to include adjustment to the culture of the school and classroom, and access to professional development resources, as well as to investigate the role of these experiences in relation to teachers' professional development and longevity in the teaching profession. The study identified essential structures that defined onboarding through teachers' descriptions of their daily activities, support systems, and the difficulties they encountered in their work. The research also aimed to develop an accurate, detailed description of the phenomenon that school leaders, policymakers, and teacher educators could use to develop more effective onboarding procedures. This study used a phenomenological research design, employing semi-structured questions to guide interviews and collect the necessary data. The participants in this study were 7 purposively selected ECE teachers in Auckland, New Zealand. Data from the interviews, in the form of transcripts, were analyzed using thematic analysis. The generated themes included: 1. Unstructured Onboarding to Gradual Professional Adjustment; 2. From Unfamiliarity to Adaptation on Curriculum and Bicultural Practices; 3. Fragmented Support System; and 4. Strengthening Onboarding Through a Structured Support System. The practical output of this study is the Growing and Understanding Induction for Developing Educators (GUIDE) Framework, a structured onboarding framework specifically for first-time Early Childhood Education (ECE) teachers in New Zealand. This study gives insights into the onboarding practices and needs of beginning teachers in New Zealand.
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📚 How to Cite:
Widjdan Morco, Melinda F. Marquez, PhD, PDP-TQM , UNDERSTANDING THE ONBOARDING JOURNEY: LIVED EXPERIENCES OF BEGINNING TEACHERS IN NEW ZEALAND , Volume 12 , Issue 9, September 2026, EPRA International Journal of Multidisciplinary Research (IJMR) , Pages: 126 - 132 ,