Abstract
Findings are presented from a qualitative longitudinal collective case study of 29 teachers newly appointed to rural or remote schools in Western Australia. All participants experienced stress and articulated coping strategies in response: direct-action, palliative and avoidant strategies. Where protective structures and processes existed in environments, teachers employed direct-action problem-solving strategies. Avoidant strategies were more common in young and mature-aged novices, rather than experienced teachers.Three critical times were identified to support adaptation: first weeks of appointment for information, first semester for assistance, support, feedback for development of competence and three months before the year-end for stability and certainty.
| Original language | English |
|---|---|
| Pages (from-to) | 136-146 |
| Number of pages | 11 |
| Journal | Teaching and Teacher Education |
| Volume | 27 |
| Issue number | 1 |
| DOIs | |
| Publication status | Published - Jan 1 2011 |
| Externally published | Yes |
Fingerprint
Keywords
- Rural and remote
- Teacher socialisation
- Teacher stress
- Teacher worklife
ASJC Scopus subject areas
- Education
Cite this
Coping strategies for adaptation to new teacher appointments : Intervention for retention. / Sharplin, Elaine; O'neill, Marnie; Chapman, Anne.
In: Teaching and Teacher Education, Vol. 27, No. 1, 01.01.2011, p. 136-146.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Coping strategies for adaptation to new teacher appointments
T2 - Intervention for retention
AU - Sharplin, Elaine
AU - O'neill, Marnie
AU - Chapman, Anne
PY - 2011/1/1
Y1 - 2011/1/1
N2 - Findings are presented from a qualitative longitudinal collective case study of 29 teachers newly appointed to rural or remote schools in Western Australia. All participants experienced stress and articulated coping strategies in response: direct-action, palliative and avoidant strategies. Where protective structures and processes existed in environments, teachers employed direct-action problem-solving strategies. Avoidant strategies were more common in young and mature-aged novices, rather than experienced teachers.Three critical times were identified to support adaptation: first weeks of appointment for information, first semester for assistance, support, feedback for development of competence and three months before the year-end for stability and certainty.
AB - Findings are presented from a qualitative longitudinal collective case study of 29 teachers newly appointed to rural or remote schools in Western Australia. All participants experienced stress and articulated coping strategies in response: direct-action, palliative and avoidant strategies. Where protective structures and processes existed in environments, teachers employed direct-action problem-solving strategies. Avoidant strategies were more common in young and mature-aged novices, rather than experienced teachers.Three critical times were identified to support adaptation: first weeks of appointment for information, first semester for assistance, support, feedback for development of competence and three months before the year-end for stability and certainty.
KW - Rural and remote
KW - Teacher socialisation
KW - Teacher stress
KW - Teacher worklife
UR - http://www.scopus.com/inward/record.url?scp=78649325476&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=78649325476&partnerID=8YFLogxK
U2 - 10.1016/j.tate.2010.07.010
DO - 10.1016/j.tate.2010.07.010
M3 - Article
VL - 27
SP - 136
EP - 146
JO - Teaching and Teacher Education
JF - Teaching and Teacher Education
SN - 0742-051X
IS - 1
ER -