Structural and Personal Influences in Beginning English Teachers’ Professional Socialization

Abstract

This study has examined the relationship between individual socialization content and effectiveness professional socialization of beginning English teachers in Pakistan. The content of professional socialization comprised four variables including teaching skill, professional training, association with senior colleagues, and organizational environment. Effective socialization was defined as the level of job satisfaction with the organizational culture and professional learning programs. The survey method, with a detailed valid questionnaire, was used to collect the data from randomly selected sample from the various strata, i.e., 150 beginning English teachers. The data was passed through descriptive univariate analysis first and then linear and multiple regression tests were conducted. The results presented a positive relationship between effective socialization (DV) and individual variable of socialization content (IV). The study also discovered many challenges to effective socialization process related to teachers’ classroom management, individual and institutional professional learning program, attitudes and counselling from senior colleagues and headteachers, adjustment to organizational culture and practices. The study suggested a need to focus on workplace learning programs with a mind shift from off-the-job trainings to the real-life mentoring and socialization programs. The study hopes to contribute in addressing the significant issue of second language teacher education and professional socialization and how well the potential challenges can be addressed.