From Familiarity to Fresh Starts: Understanding the Transition Experiences of Teachers in New Schools

From Familiarity to Fresh Starts: Understanding the Transition Experiences of Teachers in New Schools

Kesley Zoe D. Santiago^1*, James L. Paglinawan²

¹Faculty, Malaybalay City National Science High School, Department of Education

²Faculty, Central Mindanao University

^*Corresponding author

DOI: https://dx.doi.org/10.47772/IJRISS.2025.90500049

Received: 26 April 2025; Accepted: 29 April 2025; Published: 29 May 2025

ABSTRACT

This study explored the experiences of teachers who voluntarily transferred to Malaybalay City National Science High School to understand their transition experiences in a new school environment. Through descriptive phenomenology and thematic analysis of interviews with five teachers, the study identified reasons for transferring, challenges encountered, support systems received, and recommendations for future transferee teachers. Key findings highlight the importance of family and personal needs in transfer decisions, adjusting to a new environment as a significant challenge, the value of support systems in easing transitions, and the significance of building positive relationships and adapting to the new school culture. The research offered insights for schools to develop strategies that facilitate smoother transitions, improve teacher satisfaction, and enhance overall job performance.

Keywords: teacher transfer, transition experience, new school environment, support systems

INTRODUCTION

Teachers often move to a new school for various reasons, such as looking for opportunities for professional growth, wanting to be close to family, or escaping unsatisfactory work environments. These transitions can be exciting but also challenging, as teachers leave the comfort of familiarity and face new challenges to adapt to new school environment, cultures, policies, and expectations. As they navigate these changes, teachers may experience a “reality shock” because it might be different from what they expected. Teachers might feel like they need to figure out who they are as teachers all over again. Understanding what teachers experience during these transitions is important because it helps schools create better support systems to make the process smoother and ensure teachers feel satisfied and motivated in their new roles. This study focused on teachers who voluntarily transferred to Malaybalay City National Science High School to explore their experiences and provide insights into how schools can support transferee teachers.

While there are some researches on teacher transfers, most studies focus on involuntary transfers and their effects on school performance (Loeb et al., 2024). However, there is little research on voluntary transfers and the challenges they face. Teachers often struggle with adjusting to unfamiliar environments, building relationships with new colleagues and students, and managing changes in workload (Fernando, 2024). Support systems like mentorship programs or orientation sessions may play a big role in helping them adjust. This study aims to address this gap by focusing on the experiences of voluntary transferee teachers at Malaybalay City National Science High School.

This study examined why teachers decided to transfer, the challenges they faced in their new environment, and the support they received to overcome those challenges. It also explored what advice and recommendations these teachers would give to other teachers who might transfer in the future. By looking at these factors together, this research hoped to provide useful recommendations for schools and administrators, considering the creation of strategies that make transitions easier for teachers while improving their overall job satisfaction. The study took place in Malaybalay City National Science High School as of March 2025 and aimed to help schools.

This study explores the experiences of teachers who voluntarily decided to transfer to another school station. The purpose of this study is to understand the teachers’ transition experiences as they face a fresh start in their new school station. Specifically, this study aimed the following: 1) Identify the reasons why teachers transferred to a new school station; 2) Describe the challenges encountered by teachers in their new environment; 3) Recognize support systems received by teachers to overcome challenges; and 4) Gather recommendations for new transferee teachers.

METHODS

This study uses a descriptive phenomenological approach to understand the experiences of teachers who voluntarily moved to a new school station. Descriptive phenomenology focuses on understanding and describing the essence of a phenomenon by examining participants’ direct experiences (Creswell & Poth, 2017). This approach helps in capturing the perspectives of what teachers went through by listening to their experiences. The study was conducted at Malaybalay City National Science High School, located at P-1, Aglayan, Malaybalay City, Bukidnon. This school was chosen because it has recently welcomed several teachers who transferred there, making it a good place to study this topic.

The participants of this study are five (5) teachers who transferred to Malaybalay City National Science High School. These teachers were selected purposively to ensure that they fit the criteria of having moved to the school voluntarily. Data collection was carried out through interviews using a standardized and structured interview guide, which was designed to gather detailed insights into their reasons for transferring, challenges faced, support systems received, and recommendations for other transferee teachers. The interviews provided rich qualitative data that reflect the participants’ unique experiences and perspectives.

The collected data were analyzed using thematic analysis. This method is used to identify patterns and themes from the responses of the participants. The process involved reading through interview transcripts, identifying key statements, grouping similar ideas together into categories, and generate common themes that showed what their experiences were like. This method is suited for understanding the teachers’ experiences and finding meaningful insights. The study was conducted in March 2025 at Malaybalay City National Science High School.

RESULTS AND DISCUSSION

On Reasons Why Teachers Transferred to a New School Station

Emergent Theme 1: Family and Personal Needs

When teachers decide to move to new schools, one of the main reasons is to take care of their families and improve their personal lives. The theme highlights how personal and family considerations play a crucial role in shaping teachers’ career choices. In Philippine setting where family is strongly valued, the emergent theme further gave emphasis on the filial piety of Filipinos. Responses from teachers illustrate the theme clearly. For instance, one teacher mentioned, “To be nearer to my family and I could take care of the needs of the children. Then financial reasons. I could save more..” (Key Informant 1). Another teacher stated, “Family was the only reason why I opted to transfer in my new school. I have a child, 8 months old at that time, who was so sick” (Key Informant 2). Similarly, another teacher said “I decided to transfer because, as a mother, I wanted to be closer to my family and manage my finances better” (Key Informant 3). These statements stressed the importance of family and their personal needs specifically regarding finances in their decision-making process.

The theme implied that teachers often prioritize being closer to their families, managing family responsibilities, and ensuring better living conditions for their loved ones. It suggests that schools and educational policies should consider the personal and family needs of teachers to improve retention and job satisfaction. Literature supported this by highlighting that factors such as location and family ties are crucial in teacher transfer decisions (Elaqua & Rosa, 2023). In the Philippines, policies like the Localization Law (RA No. 8190) prioritize teachers who are residents of the area, reflecting an understanding of the importance of family and personal needs in teacher placement decisions.

A study by SEAMEO INNOTECH (2020) have also looked at why Filipino teachers make certain choices. It found that teachers are motivated by both personal reasons and things outside of themselves, like money and career growth (Almonte et al., 2023). While money and career development are important, family and personal factors also play a big role in teachers’ decisions. Additionally, the study showed that teachers’ motivations depend on their situation, which can include family responsibilities.

On Challenges Encountered by Teachers in the New Environment

Emergent Theme 1: Adjustment to New Environment

One important part of teachers’ experiences when they move to a new school station is the challenges they face that come along with leaving the walls of familiarity and moving into a whole new environment. This includes getting used to new places, people, and ways of teaching. This theme reveals that teachers often struggle with adjusting to the cultural and social aspects of their new environment, which can impact their job satisfaction and performance. The theme is evident in the responses of the teachers. One teacher mentioned, “At first, I had to adjust to the new environment” (Key Informant 1). “My biggest challenge was adjusting to the new culture and getting to know the people in my new environment” was also said by Key Informant 3. Another teacher stated, “I have to adjust to my new environment, my co-teachers and the kind of students in my new school” (Key informant 4). These statements attested that adjusting to the new school environment is a major challenge.

The theme suggests that schools and educational policies should focus on providing support systems to help teachers adjust to their new environments. In the Philippines, a study highlighted the need for supportive environments that facilitate smooth transitions from understanding the lived experiences of teachers (Fernando, 2024), thus schools should set up strong systems to help new teachers get used to their new surroundings. A study by Simpson (2016) suggested that support systems can include pairing them with experienced teachers (mentorship), having introductory sessions (orientation), and regularly checking in with them to make sure they feel supported and appreciated. A study in the Philippines had also identified strategies such as consulting peers and understanding school culture as crucial for new teachers’ adjustment (Fernando, 2024). This idea can be further supported by research in Thailand which emphasized the importance of teacher retention through better adjustment support in international schools (Sachdej, 2018). Studies have shown that new teachers are at high risk of leaving the profession if they do not receive adequate support during their early years, thus it is important to strengthen support systems at school (Sachdej, 2018).

On Support Systems Received by Teachers

Emergent Theme 1: Social and Emotional Support Networks

Support systems play a vital role in helping teachers overcome challenges and adjust to new school environments. This theme highlighted how important it is for teachers who move to new schools to get support from colleagues, family, and the school system as this support helps them transition easier. As the teachers said in their responses, “My co-teachers were supportive and easy to get along with” (Key Respondent 1), “The very fact that I am near my family and I can see them at the end of the day… is more than a support system that I received at that time” (Key Respondent 2), “Our new staff is helpful. They have an orientation program for new teachers like me. They also provided me with necessary teaching materials and resources” (Key Respondent 5), it is evident that various support systems contribute to their adjustment and settling in with the new environment, giving teachers a sense of belongingness.

The theme thus implies that support from family and co-workers helps teachers feel like they belong and are stable. While help from other teachers and school staff enhances their effectiveness in the classroom. The findings align with a study by Kaplan (2022) that show importance of mentoring, professional learning communities, and institutional resources in supporting teachers during transitions. This also suggests that support systems are essential for teacher retention and effectiveness. Consequently, teachers stay and do better when they have good support. Feeling connected to family and co-workers helps reduce stress. While having the right tools and training helps them teach better. Thus, schools should make sure new teachers feel welcome and have what they need to succeed (Cells et al., 2022; Martinez & McAbee, 2020; Shuls & Flores, 2020). Locally in the Philippines, fostering peer collaboration and providing orientation programs have been recommended as effective strategies for supporting novice teachers (Pitpit, 2020).

On Recommendations for New Transferee Teachers

Emergent Theme 1: Building Positive Relationships and Adapting to a New Environment

When teachers transfer to new schools, one major theme that emerges is the importance of building positive relationships and being adaptable in the new environment. This helps make the transition easier and creates a supportive place where they can grow both personally and professionally. Building positive relationships involves connecting with colleagues, students, and parents, which helps in creating a sense of belonging and support. Being adaptable means being open to new teaching methods, school policies, and classroom management techniques, which are essential for integrating smoothly into the new school culture.

This theme revealed that it is not just about personal comfort but also about professional effectiveness. Teachers who are able to build strong relationships and adapt quickly tend to perform better and contribute more positively to the school community. This is verified by the emphasis on flexibility and relationship-building in various responses. For instance, Key Informant 3 highlighted the importance of being “flexible and open to adapting to your new workplace’s culture” and building “positive relationships with your colleagues.” Similarly, Key Informant 5 suggested focusing on “building positive relationships with your colleagues, students, and parents” and being “open-minded and flexible” to new practices. Key Informant 1 additionally advised reaching out to co-teachers, while Key Informant 4 emphasized being friendly and flexible. These strategies help in creating a smooth transition and a supportive environment.

The theme implied that schools should prioritize programs that facilitate relationship-building and cultural adaptation for new teachers. This further gave emphasis to strengthening support systems at schools like mentorship, orientation, and regularly checking in with them to make sure they feel supported and appreciated (Simpson, 2016). Opportunities for teachers to engage with their new colleagues and students could also be employed, like team building activities. Fernando (2024) had also identified strategies like consulting peers and understanding school culture for teachers to adjust with ease.

A study by McLean et al. (2023) emphasized the roles of adaptability and school climate in facilitating a smoother transition for new teachers. Additionally, understanding the school’s organizational culture is crucial for policymakers to enhance teacher induction programs, ensuring that new teachers are well-prepared for the challenges they will face (Fernando, 2024). Thus, building positive relationships and adapting to a new environment are vital for teachers transitioning into a new school setting. These strategies not only help in managing the challenges of a new teaching environment but also contribute to a more sustainable and fulfilling teaching career.

CONCLUSIONS

The study revealed that teachers transfer to new schools primarily for family and personal reasons, such as being closer to family and managing finances better. Adjusting to a new environment posed a significant challenge, including cultural and social aspects. Social and emotional support networks coming from supportive colleagues, family, and school-based programs, play a crucial role in helping teachers overcome these challenges. Recommendations from teachers emphasized building positive relationships with colleagues, students, and parents, as well as being adaptable to new teaching methods and school policies. Future research could look at differences between voluntary and involuntary teacher transfers, and what helps them adjust better. It would also be helpful to compare experiences in different types of schools and places, and to check if current school policies really help teachers feel satisfied and stay in their jobs.

RECOMMENDATIONS

To support teachers transitioning to new schools, schools may consider the personal and family needs of teachers to improve retention and job satisfaction. Implementing mentorship programs, orientation sessions, and regular check-ins may be exercised to ensure teachers feel supported and appreciated. Schools may also prioritize programs that facilitate relationship-building and cultural adaptation for new teachers, such as team-building activities. Encouraging peer collaboration and provide resources that help new teachers understand and integrate into the school’s culture would also be helpful for transferee teachers. By fostering a supportive environment and addressing the challenges teachers face, schools can enhance teacher satisfaction, effectiveness, and retention.

ACKNOWLEDGEMENT

The researcher would like to express her sincerest gratitude to the teachers who participated in this study for generously sharing their experiences and insights. Deep appreciation is also extended to Dr. James L. Paglinawan for his guidance and support throughout the research process. Finally, the researcher acknowledge the Almighty God for His unwavering guidance, strength, and blessings that made this study possible.

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