Coping Strategies for Adaptation to New Teacher Appointments: Intervention for Retention

Autor/inn/en	Sharplin, Elaine; O'Neill, Marnie; Chapman, Anne
Titel	Coping Strategies for Adaptation to New Teacher Appointments: Intervention for Retention
Quelle	In: Teaching and Teacher Education: An International Journal of Research and Studies, 27 (2011) 1, S.136-146 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-051X
DOI	10.1016/j.tate.2010.07.010
Schlagwörter	Foreign Countries; Longitudinal Studies; Case Studies; Beginning Teachers; Experienced Teachers; Teaching Conditions; Teacher Persistence; Feedback (Response); Stress Management; Coping; Rural Schools; Australia + Suchen Sie Ihr Suchwort? Ausland; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Case study; Fallstudie; Case Study; Junior teacher; Junglehrer; Lehrbedingungen; Unterrichtsbedingungen; Stressmanagement; Stressbewältigung; Bewältigung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Australien
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. (Contains 3 tables and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10