An investigation of the reality shock experienced by novice teachers at primary schools

The reality shock experienced by the novice teachers at the beginning of their careers is an important topic that has received relatively little attention in the literature. This study aims to investigate the reality shock experienced by the novice teachers, identifying factors contributing to this phenomenon and exploring potential strategies to mitigate its effects. To conduct this study, correlational and causal-comparative research methods, which are among the quantitative research methods, were used. As a measurement tool, the "reality shock scale" was used to collect data about their experiences with reality shock. The population of this research consists of 13,119 primary school teachers appointed between 2020 and 2023, working in different provinces in Turkey. The sample size was calculated as 373 with a 95% confidence interval by selecting the α=0.05 level using the Cochran formula. Data were collected by reaching 373 teachers during the 2022-2023 academic year. As a result, it was concluded that the reality shock experienced by primary school teachers was moderate and that they had the most difficulty in the classroom management dimension. It has been concluded that the level of reality shock experienced by teachers does not differ significantly according to their gender, marital status, years of seniority, graduation success status, grade level they teach, type of class they teach, and place of school where they work. It was concluded that teachers differ significantly depending on their city.