Coping in Newly Appointed and Veteran Teachers: Developmental Considerations(Coping in Teachers)

摘要

A comparison was made of data collected from two samples of female teachers. Thefirst sample included only veteran teachers and the second was composed of newly appointed teachers. Newly appointed teachers were more optimistic and more likely endorsed direct action than did the veteran teachers. The coping behaviors of the newly appointed teachers tended not to change much from the first to the second year of teaching, but there was some suggestion that more support was achieved from colleagues during the second year. Seeking advice and colleague support were related cross sectionally among the veteran teachers. A cross sectional relationship was noted in the new teachers between optimism, belief in direct action, positive comparisons and colleague support and lower symptom levels with higher levels of morale.