Transitional Experiences of New Teachers in Christian Schools: A Case Study

Abstract

Little is known concerning the transitional experiences of teachers in Christian schools. The present paper reports the results of a case study focused on the transitional experiences of new teachers, both beginning and experienced, in selected Christian Schools in Australia. Twenty-one new teachers from ten Christian Schools were interviewed concerning their transitional experiences. Results of the study indicated that these teachers' transitional experiences were inhibited by a lack of formal and effective transitional structures and processes. However, the supportive environment of the schools did appear to counter-balance somewhat the deleterious effects of less-than-adequate transition management practices. The paper suggests that a more systematic approach to transition management in Australian Christian schools is warranted.