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

Elaine Sharplin, Marnie O'neill, Anne Chapman

Research output: Contribution to journalArticlepeer-review

64 Citations (Scopus)


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
Issue number1
Publication statusPublished - Jan 1 2011
Externally publishedYes


  • Rural and remote
  • Teacher socialisation
  • Teacher stress
  • Teacher worklife

ASJC Scopus subject areas

  • Education


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