El Professori
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student_3_jw.docxDefinition: Organizational Behavior notes," Reality Shock is the stress that results when employees perceive discrepancies between their pre-employment expectations and on-the-job reality" (McShane & Von Glinow2016).
Summary: The article entitled " The Role of Occupational Concerns on the Reality Shock Expectations written by Ozdemir & Buyukgoze(2016)discusses how teachers experience reality shock in the workplace. Reality shock is most experienced by novice teachers when transitioning between the gap of their educational learning and the reality they face when actually entering their career.
Discussion: The discovery of experiencing reality shock expectation before entering a pre-service professional career is predicted by appointments, student’s expectation, communication, social and economic concerns (Ozdemir &Buyukgoze2016). The elaboration is on the relationship between shock expectation and occupational concerns of pre-service teachers. A total of 464 Turkish pre-service teachers participated. Overall the discussion is of probable factors triggering reality shock expectation and occupational concerns and research with similar literature (Ozdemir & Buyukgoze2016).
Initial training policies differ in countries, but the transitioning phase is basically similar when entering the teaching profession. Studies in different countries revealed that in the transitioning process teachers usually have problems with principals, inspectors, experience heavy workloads, are incompetent in classroom management and have social problems (Ozdemir & Buyukgoze2016). Research also revealed in several countries that reality shock usually occurs during the early professional years of the teaching career. One of the reasons that reality is experienced in the first phase of professional transition is due to lack of initial teacher education (Ozdemir & Buyukgoze2016).
In one of the studies pre-service teachers' reality shock expectation was investigated in relationship between their motivation and sense of teaching self-efficacy. The realization is that there is a gap in literature and studies associated with concerns of reality shock. The aim of the research is to examine the relationship between occupational concerns and reality shock expectation on which negative impacts of pre-service teachers are felt worldwide. In the process of transitioning teachers have been known to leave the profession and become less enthusiastic about their teaching career and experience professional burnout (Ozdemir & Buyukgoze2016). The reality shock experienced by newcomers can be the result of both negative and positive involving the employee and the organization. However, the study has shown that there are different effects based on individuality, some employees leave the profession while others tend to improve (Ozdemir& Buyukgoze2016).1 Corinthians 2:14 But the natural man receive not the things of the Spirit of God: for they are foolishness unto him: neither can he know [them], because they are spiritually discerned. When entering any profession whether it be business or teaching there is a discernment if the spirit of God is not demonstrated properly.
References
McShane, S., & Von Glinow, M. (2016). Organizational Behavior (7thed.). New York: McGraw-Hill.
