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 |
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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 |
Keywords
- Rural and remote
- Teacher socialisation
- Teacher stress
- Teacher worklife
ASJC Scopus subject areas
- Education