Classification of

Neophyte Teachers
Prepared by:
Jamaica O. Cantillo
MAED – Educational Management
 TWO CATEGORIES OF NEOPHYTES

1.Composed of new graduates with either

Bachelor of Secondary Education (BSE) or
Bachelor of Elementary Education (BEEd)
degree from pre-service education
institution.
2.Graduate of other profession who had taken
18 units of pedagogy to qualify to teach.
 CLASSIFICATION OF NEOPHYTE TEACHERS

A. THE BORN TEACHERS

B. THE POTENTIALLY COMPETENT TEACHERS

C. THE MISPLACED INDIVIDUALS

 Born Teachers

 Born teachers succeed immediately.

 At the start of their career, performance of the
born teachers is already comparable, with or
even better than that of some of experienced
teachers.
 Minimal supervision
 Teaching performance further improves with
experiences.
 Potentially Competent Teacher

 To achieve satisfactory classroom performance

levels, this neophyte teachers need experience
and instructional supervision to overcome initial
problems.

 With reasonable supervisory support and

encouragement, they are able to surmount
difficulties and develop into competent
teachers.
 Misplace Individuals

 Require an unreasonable and costly

supervision in order to achieve satisfactory
classroom performance levels.

 Needs very close supervision to discard

negative attitudes and practices and to rectify
misconceptions about teaching.
According to Lunenberg and Ornstein (2000)
there are General Causes of Neophyte Teachers
to feel failure:

1. Assignment to difficult classes.

2. Isolation of classroom from colleagues and
supervisors.
3. Poor physical facilities.
4. Burdensome extra assignments.
5. Lack of understanding of the school’s expectations.
6. Inadequate supervision.
7. Inadequate use of technology.
 WORK – RELATED AND PERSON – RELATED
PROBLEMS THAT CONFRONT BEGINNING
TEACHERS. (Gordon and Maxey, 2000)

• Curriculum concerns
• Instructional concerns
• Relationship concerns
• School environment concerns
• Personal concerns
• Concerns about expectations
Reasons to improve provision for the professional
development of new teachers:

• To make their job easier,

• To make them feel more confident inside and
outside classroom,
• To reduce their feeling of isolation, and
• To enhance quantity and quality of their
interactions to their colleagues and
administration.