C. A. T. Theory: A Framework for Supporting Beginning Teachers

Rechie C. Bejasa, Cheryl B. Dorog, Akie C. Birao, Celeste C. Magpuyo

Abstract: Beginning teachers play a pivotal role in education, yet they face challenges that hinder their effectiveness. This study employs a deductive axiomatic approach to develop the C. A. T. Theory - a comprehensive framework encompassing Collaborative Networks, Constructive Feedback, Administrative Support, and Training Programs for Professional Development. By addressing the multifaceted needs of novice educators, this theory offers actionable strategies to promote their professional growth and improve educational outcomes. The findings emphasize the importance of planned support systems in fostering quality teaching practices among beginning educators.

Keywords: Beginning teachers, professional development, mentoring, collaborative networks, administrative support

How to Cite?: Rechie C. Bejasa, Cheryl B. Dorog, Akie C. Birao, Celeste C. Magpuyo, "C. A. T. Theory: A Framework for Supporting Beginning Teachers", Volume 14 Issue 1, January 2025, International Journal of Science and Research (IJSR), Pages: 928-936, https://www.ijsr.net/getabstract.php?paperid=SR25120095101, DOI: https://dx.doi.org/10.21275/SR25120095101