THE ROLE OF NEWLY APPOINTED TEACHERS IN ADVANCING SCHOOL GOALS IN SRI LANKA

Achieving goals in Education by teachers

In the 21st-century education system, teachers play a pivotal role in shaping educational outcomes, with newly appointed teachers being particularly important in achieving school objectives as they bring fresh perspectives to the school environment. This study was expected to investigate the role of newly appointed teachers in advancing school goals in Sri Lanka. The specific objectives of this study are to: identify the current role and impact of newly appointed teachers within the school setting, understand the core responsibilities and duties expected of these teachers, explore the integration process for new teachers within the educational system, and identify systems and procedures that align newly appointed teachers with the strategic goals of the school. This study employed a multi-quantitative methodology, guided by positivist and deductive research approaches. A survey strategy and a case study approach were used to investigate the research problem, with data collected through questionnaires and interviews administered to both teachers and students. The survey sample consists of participants from 10 semi-urban schools in the Warakapola Education Division within the Kegalle Education Zone, including 90 newly appointed teachers and 40 students (20 male and 20 female). Participants were selected through both purposive and random sampling methods. Data were analysed using thematic analysis and descriptive statistical strategies. The findings indicate that newly appointed teachers are often assigned a range of co-curricular responsibilities, including sports, arts, productivity initiatives, sociology, media, language events, and counselling. However, some school principals do not fully recognise or accurately assess the capabilities of these teachers. As a result, teachers may feel undervalued, which can negatively impact their motivation and performance, ultimately reducing their effectiveness. Based on these findings, it is recommended that principals receive professional development in management and leadership to assess and utilize the strengths of newly appointed teachers effectively. Additionally, a structured guideline is proposed to assist principals in identifying and understanding the unique capabilities of each teacher. Principals are also encouraged to conduct introductory discussions with new teachers to gain insight into their academic backgrounds and prior experiences, facilitating more informed assignment of responsibilities that align with each teacher’s strengths.

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