Problems Encountered by Beginning Family and Consumer Sciences Teachers

Abstract

The purpose of this study was to describe problems faced by beginning family and consumer sciences (FACS) teachers in Illinois. Ninety (59%) Illinois FACS teachers who taught four or fewer years responded to the online questionnaire. Qualitative analysis revealed four themes: student management, facility management, instruction management, and external relations. Each theme contained subthemes; the predominant subtheme was student discipline and classroom management. Implications for teacher education programs and professional development are discussed.