Challenges Facing New Teaching Staff: A Field Study at the University of Baghdad

Abstract

This study aims to identify the challenges facing new teaching staff, pinpoint problems, and work to minimize or resolve them as much as possible, while also identifying opportunities to improve services provided to these staff members.

Functional theory was employed to analyze this phenomenon, positing that the problems faced by teaching staff represent a deficiency in the educational institution's performance within society, and that addressing these problems is essential for maintaining the stability and continuity of the social system. The social survey methodology was used, based on the questionnaire tools which was applied to a sample of 100 respondents from the Newly appointed professors at the University of Baghdad) were chosen for the year (2023-2024/ and the year 2024-2025). 

The results showed that the most significant challenges facing new teaching staff are social. They emphasized the importance of establishing internationally recognized comparative quality standards, noting that such standards offer numerous advantages and programs that can elevate the educational institution. Furthermore, one mechanism for mitigating these challenges was the equitable distribution of tasks among staff. Among the most common problems faced by new staff were issues with institutional regulations, work pressure, and an excessive number of responsibilities.