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ERIC Number: EJ906389
Record Type: Journal
Publication Date: 2011-Jan
Pages: 11
Abstractor: As Provided
Reference Count: N/A
ISSN: ISSN-0742-051X
Coping Strategies for Adaptation to New Teacher Appointments: Intervention for Retention
Sharplin, Elaine; O'Neill, Marnie; Chapman, Anne
Teaching and Teacher Education: An International Journal of Research and Studies, v27 n1 p136-146 Jan 2011
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.)
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia