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The first years of teaching are challenging. Knowledge of the kind of support new teachers require is essential. Existing typologies date back from the 1980s and the early 2000s. The aim of this article is twofold: 1) to validate a typology of novice teachers’ support needs using confirmatory factor analysis and 2) to compare these needs in relation to different sociodemographic characteristics (gender, age, employment status, teaching level, and field of study). The quantitative data were drawn from a survey (N = 156) of new teachers. The validated typology highlights five types of support needs. Some key differences emerge from the comparative analyses based on respondents’ age, employment status, and field of study. The results presented could help serve as a framework for better targeting the support to be offered to beginning teachers. VALIDATION D'UNE TYPOLOGIE DES BESOINS DE SOUTIEN DES ENSEIGNANTS EN INSERTION PROFESSIONNELLE ET ANALYSE COMPARATIVE SELON DES CARACTERISTIQUES SOCIODEMOGRAPHIQUES Les premieres annees en enseignement sont remplies de defis, et il s’avere essentiel de connaitre la nature des besoins de soutien des enseignants debutants. Les typologies de besoins de soutien existantes datent principalement des annees 1980 et du debut des annees 2000. L’objectif de cet article est double : 1) valider, a l’aide d’analyses factorielles confirmatoires, une typologie des besoins de soutien des enseignants debutants et 2) comparer les types de besoins de soutien ressentis par les enseignants debutants selon differentes caracteristiques sociodemographiques (le genre, l’âge, le statut d’emploi, l’ordre d’enseignement et le champ de formation). Les donnees de nature quantitative proviennent d’une enquete par questionnaire (N=156). La typologie validee met en evidence cinq types de besoins de soutien et quelques differences significatives ressortent des analyses comparatives selon l’âge, le statut d’emploi et le champ de formation des repondants. Les resultats presentes pourraient aider et servir de cadre pour mieux cibler le soutien a offrir aux enseignants debutants.

VALIDATION OF A TYPOLOGY OF NOVICE TEACHERS’ SUPPORT NEEDS AND COMPARATIVE ANALYSIS BASED ON SOCIODEMOGRAPHIC CHARACTERISTICS