The transition experience of newly appointed school administrators: A multiple case study
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ID: 285885
2023
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Abstract
The study examined the transition experience of five newly appointed school administrators who were immediately moved by their respective school management from being a teacher. Their transition experience is the phenomenon in study which was captured within the first year of their assumption of the new role in office. At this period, the newly appointed school administrators faced circumstances that set-up the stage for a life-changing event to happen. These events are situations, incidents, or happenings that causes a series of other things to happen, providing a rippling effect of the experience. Incorporating evidence from the participants’ interview data, the researcher’s direct observation and field notes, and the school documents that relate to the participants’ respective job role in office, this study used the multiple case study research as the method to get as close as possible to the participants’ world which aimed to know and understand how the newly appointed school administrators experienced their transition from being a teacher. The study presents that the transition experience varies as the transition context, situated in each period of the transition process, varies. By juxtaposing the transition context with the transition period, the transition experience presents a rippling effect which the newly appointed school administrators go through. In mapping their transition experience, the study provided a better appreciation and understanding of how the newly appointed school administrators experience their transition from being a teacher which may serve as an anchor for the school management to manage their expectations of them to advance and gain traction in their new role, sooner than later.
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| Authors | Samson, Ivy Rose De Guzman |
| Journal | Malay Journal |
| Year | 2023 |
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