<p>This paper aims to examine how the beginning of newly examined teacher’s professional life might look like and also highlight the obstacles that might occur during the induction, the time during which the student becomes the teacher. The paper also discusses what support that is available for newly examined teachers in schools concerning the possibility to have a mentor and a period of introduction.</p><p>A qualitative method was used for this study and interviews were made with new teachers who shared their experiences from the beginning of their careers. The results from the interviews were also discussed from the points of view of the study’s theories concerning different leadership styles.</p><p>Two handbooks for new teachers, aiming to support them in their new professional role were compared. Based on the leadership styles that this paper brings up, the two books were discussed whether or not their advice is beneficial to new teachers.</p><p>New teachers experience various problems during their induction. Great responsibility combined with many tasks, loneliness as a class teacher and conflict management are a few of the areas that the new teachers find difficult. As a new teacher you have the right to have a mentor during the first year of teaching and the teacher unions are working for an establishment of a year of introduction where you will be gradually introduced to the profession. The people in the study had all had a mentor but neither got a period of introduction but they were left with full responsibility from the start. The advice given by the handbooks give new teachers guidance, but should be considered as an inspiration and not definitive solutions since every situation is unique.</p>

This paper aims to examine how the beginning of newly examined teacher’s professional life might look like and also highlight the obstacles that might occur during the induction, the time during which the student becomes the teacher. The paper also discusses what support that is available for newly examined teachers in schools concerning the possibility to have a mentor and a period of introduction. A qualitative method was used for this study and interviews were made with new teachers who shared their experiences from the beginning of their careers. The results from the interviews were also discussed from the points of view of the study’s theories concerning different leadership styles. Two handbooks for new teachers, aiming to support them in their new professional role were compared. Based on the leadership styles that this paper brings up, the two books were discussed whether or not their advice is beneficial to new teachers. New teachers experience various problems during their induction. Great responsibility combined with many tasks, loneliness as a class teacher and conflict management are a few of the areas that the new teachers find difficult. As a new teacher you have the right to have a mentor during the first year of teaching and the teacher unions are working for an establishment of a year of introduction where you will be gradually introduced to the profession. The people in the study had all had a mentor but neither got a period of introduction but they were left with full responsibility from the start. The advice given by the handbooks give new teachers guidance, but should be considered as an inspiration and not definitive solutions since every situation is unique.