Principals’ views on new teachers’ competence: A Q study in Sweden

The transition from pre-service education to in-service teaching can result in a reality shock. Negative experiences might lead to new teachers suffering from ill-being and leaving the profession. This contributes to a teacher shortage, which is currently lingering in various countries. This study aims to contribute to a better understanding of a possible gap between newly qualified teachers’ professional competence and the profession’s requirements. Data is drawn from school principals’ participation in a Q methodological study in Sweden. They were sampled because of their critical role in teachers’ transition into their professional practice. Results show some consensus regarding new teachers’ ability to plan teaching, offer pupils different ways of expressing their knowledge and work with digital tools. In addition, principals are skeptical if new teachers can competently deal with pupils with special needs, or parents in difficult conversations. The analysis also yields a range of disagreements among principals and illustrates the complexity of the subject matter. The study accentuates the importance of distinguishing between formal and actual teacher competence. While new teachers are regarded as competent in the theoretical and even practical aspects of their professional activity, they struggle with the real and situated enactment of their plans. The study presents suggestions for future research and evidence-based recommendations for policy and practice.