“…At the school level, political factors mostly related to micropolitics, or the overt and covert (formal and informal) processes to acquire and exercise power in order to promote or protect interests within an organization (Yendol-Hoppey, Jacobs, & Dana, 2009). Novice teachers often had to negotiate complex organizational contexts, including considerable variability in access to resources appropriate to the needs of individual teachers (Anthony et al, 2011), political agendas of school administrators (Grudnoff, 2012), policy limitations (Sabar, 2004;Youngs, 2007), workload issues and poor relationships among staff (Sabar, 2004), social justice issues (Yendol-Hoppey et al, 2009), and dealing with school achievement goals which may necessitate that ECTs are more effective than their more experienced colleagues (Fletcher & Barrett, 2004) or carry out same regular and additional tasks as experienced teachers (Gaikhorst, Beishuizen, Korstjens, & Volman, 2014).…”