Coping strategies for adaptation to new teacher appointments: Intervention for retention

Elaine Sharplin, Marnie O'neill, Anne Chapman

Research output: Contribution to journalArticle

43 Citations (Scopus)

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 languageEnglish
Pages (from-to)136-146
Number of pages11
JournalTeaching and Teacher Education
Volume27
Issue number1
DOIs
Publication statusPublished - Jan 1 2011
Externally publishedYes

Fingerprint

coping
teacher
semester
assistance
school

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 journalArticle

@article{e9857c3c0eaf44539c696c958a3ae2da,
title = "Coping strategies for adaptation to new teacher appointments: Intervention for retention",
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.",
keywords = "Rural and remote, Teacher socialisation, Teacher stress, Teacher worklife",
author = "Elaine Sharplin and Marnie O'neill and Anne Chapman",
year = "2011",
month = "1",
day = "1",
doi = "10.1016/j.tate.2010.07.010",
language = "English",
volume = "27",
pages = "136--146",
journal = "Teaching and Teacher Education",
issn = "0742-051X",
publisher = "Elsevier",
number = "1",

}

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 -