References
- Achinstein, B. (2002). Conflict amid community: The micropolitics of teacher collaboration. Teachers College Record, 104(3), 421–455. https://doi.org/https://doi.org/10.1111/1467-9620.00168
- Aspfors, J., & Bondas, T. (2013). Caring about caring: Newly qualified teachers’ experiences of their relationships within the school community. Teachers and Teaching, 19(3), 243–259. https://doi.org/https://doi.org/10.1080/13540602.2012.754158
- Ball, S. (1987). The micro-politics of the school: Towards a theory of school organisation. Methuen.
- Çakmak, M., Gündüz, M., & Emstad, A. B. (2019). Challenging moments of novice teachers: Survival strategies developed through experiences. Cambridge Journal of Education, 49(2), 147–162. https://doi.org/https://doi.org/10.1080/0305764X.2018.1476465
- Caspersen, J., & Raaen, F. D. (2014). Novice teachers and how they cope. Teachers and Teaching, 20(2), 189–211. https://doi.org/https://doi.org/10.1080/13540602.2013.848570
- Chaaban, Y., & Du, X. (2017). Novice teachers’ job satisfaction and coping strategies: overcoming contextual challenges at qatari government schools. Teaching and Teacher Education, 67, 340–350. https://doi.org/https://doi.org/10.1016/j.tate.2017.07.002
- Charmaz, K. (2014). Constructing grounded theory. Sage.
- Day, C. (2019). Quality retention and resilience in the middle and later years of teaching. In B. Johnson, A. Sullivan, & M. Simons (Eds.), Attracting and keeping the best teachers (pp. 193–210). Singapore.
- Dicke, T., Elling, J., Schmeck, A., & Leutner, D. (2015). Reducing reality chock: The effects of classroom management skills training on beginning teachers. Teaching and Teacher Education, 48, 1–12. https://doi.org/https://doi.org/10.1016/j.tate.2015.01.013
- Flores, M., & Day, C. (2006). Contexts which shape and reshape new teachers’ identities: A multi-perspective study. Teaching and Teacher Education, 22(2), 219–232. https://doi.org/https://doi.org/10.1016/j.tate.2005.09.002
- Glaser, B. G. (1978). Theoretical sensitivity: Advances in the methodology of grounded theory. Sociology Press.
- Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory: Strategies for qualitative research. Aldine.
- Gustems-Carnicer, J., & Calderón, C. (2012). Coping strategies and psychological well-being among teacher education students. Coping and well-being in students. European Journal of Psychology of Education, 28(4), 1127–1140. https://doi.org/https://doi.org/10.1007/s10212-012-0158-x
- Harmsen, R., Helms-Lorenz, M., Maulana, R., & Van Veen, K. (2018). The relationship between beginning teachers’ stress causes, stress responses, teaching behaviour and attrition. Teachers and Teaching, 24(6), 626–643. https://doi.org/https://doi.org/10.1080/13540602.2018.1465404
- Herman, K. C., Prewett, S. L., Eddy, C. L., Savala, A., & Reinke, W. M. (2020). Profiles of middle school teacher stress and coping. Concurrent and prospective correlates. Journal of School Psychology, 78, 54–68. https://doi.org/https://doi.org/10.1016/j.jsp.2019.11.003
- Hogg, M. A., & Vaughan, G. M. (2018). Social psychology (8th ed.). Harlow.
- Hyry-Beihammer, E., Jokikokki, K., & Uitto, M. (2019). Emotions involved in encountering classroom diversity: Beginning teachers’ stories. British Educational Research Journal, 45(6), 1124–1139. https://doi.org/https://doi.org/10.1002/berj.3554
- Johnson, B., Sullivan, A., & Simons, M. (2019). Teacher retention: Some concluding thoughts. In B. Johnson, A. Sullivan, & M. Simons (Eds.), Attracting and keeping the best teachers (pp. 211–220). Singapore.
- Jokikokko, K., Uitto, M., Deketelaere, A., & Estola, E. (2017). A beginning teacher in emotionally intensive micropolitical situations. International Journal of Educational Research, 81, 61–70. https://doi.org/https://doi.org/10.1016/j.ijer.2016.11.001
- Kelchtermans, G. (2009). Who I am in how I teach is the message: Self‐understanding, vulnerability and reflection. Teachers and Teaching, 15(2), 257–272. https://doi.org/https://doi.org/10.1080/13540600902875332
- Kelchtermans, G., & Ballet, K. (2002). Micropolitical literacy: Reconstructing a neglected dimension in teacher development. International Journal of Educational Research, 37(8), 755–767. https://doi.org/https://doi.org/10.1016/S0883-0355(03)00069-7
- King, N., & Horrocks, C. (2010). Interviews in qualitative research. Sage.
- Lassila, E. T., Uitto, M., & Estola, E. (2018). You’re damned if you do and damned if you don’t: The tension-filled relationships between Japanese beginning and senior teachers. Pedagogy, Culture and Society, 26(3), 417–433. https://doi.org/https://doi.org/10.1080/14681366.2017.1412341
- Lazarus, S. R., & Folkman, S. (1984). Stress, appraisal and coping. Springer.
- Le Maistre, C., & Paré, A. (2010). Whatever it takes: How beginning teachers learn to survive. Teaching and teacher education, 26(3), 559–564.
- Lee, I. (2013). Becoming a writing teacher: Using ‘identity’ as an analytic lens to understand EFL writing teachers’ development. Journal of Second Language Writing, 22(3), 330–345. https://doi.org/https://doi.org/10.1016/j.jslw.2012.07.001
- Lima, J. A. (2001). Forgetting about friendship: Using conflict in teacher communities as a catalyst for school change. Journal of Educational Change, 2(2), 97–122. https://doi.org/https://doi.org/10.1023/A:1017509325276
- Lindqvist, H. (2019). Student teachers’ use of strategies to cope with emotionally challenging situations in teacher education. Journal of Education for Teaching, 45(5), 540–552. https://doi.org/https://doi.org/10.1080/02607476.2019.1674565
- Lindqvist, H., Weurlander, M., Wernerson, A., & Thornberg, R. (2019). Conflicts viewed through the micro-political lens: Beginning teachers’ coping with emotionally challenging situations. Research Papers in Education. https://doi.org/https://doi.org/10.1080/02671522.2019.1633559.
- Löfgren, H., & Karlsson, M. (2016). Emotional aspects of teacher collegiality: A narrative approach. Teaching and Teacher Education, 60, 270–280. https://doi.org/https://doi.org/10.1016/j.tate.2016.08.022
- McCormack, A. N. N., & Thomas, K. (2003). Is survival enough? Induction experiences of beginning teachers within a New South Wales context. Asia-Pacific Journal of Teacher Education, 31(2), 125–138. https://doi.org/https://doi.org/10.1080/13598660301610
- OECD (2015). Improving schools in Sweden: An OECD perspective. OECD Punblishing. Retrived from http://www.oecd.org/education/school/improving- schools-in-sweden-an-oecd-perspective.htm (2019-02-23).
- Oplatka, I., & Iglan, D. (2020). The emotion of fear among schoolteachers: Sources and coping strategies. Educational Studies, 46(1), 92–105. https://doi.org/https://doi.org/10.1080/03055698.2018.1536876
- Pillen, M., Beijaard, D., & Brok, P. D. (2013). Tensions in beginning teachers’ professional identity development, accompanying feelings and coping strategies. European Journal of Teacher Education, 36(3), 240–260. https://doi.org/https://doi.org/10.1080/02619768.2012.696192
- Pogere, E. F., López-Sangil, M. C., García-Señorán, M. M., & González, A. (2019). Teachers’ job stressors and coping strategies: Their structural relationships with emotional exhaustion and autonomy support. Teaching and Teacher Education, 85, 269–280. https://doi.org/https://doi.org/10.1016/j.tate.2019.07.001
- Rubinson, F. (2002). Lessons learned from implementing problem-solving teams in urban high schools. Journal of Educational and Psychological Consultation, 13(3), 185–217. https://doi.org/https://doi.org/10.1207/S1532768XJEPC1303_03
- Sharplin, E., O’Neill, M., & Chapman, A. (2011). Coping strategies for adaptation to new teacher appointments: Intervention for retention. Teaching and Teacher Education, 27(1), 136–146. https://doi.org/https://doi.org/10.1016/j.tate.2010.07.010
- Spratt, J., Shucksmith, J., Philip, K., & Watson, C. (2006). Interprofessional support of mental well-being in schools: A Bourdieuan perspective. Journal of Interprofessional Care, 20(4), 391–402. https://doi.org/https://doi.org/10.1080/13561820600845643
- Sutton, P. S., & Shouse, A. W. (2019). Investigating the role of social status in teacher collaborative groups. Journal of Teacher Education, 70(4), 347–359. https://doi.org/https://doi.org/10.1177/0022487117751125
- Thornberg, R. (2012). Informed grounded theory. Scandinavian Journal of Educational Research, 56(3), 243–259. https://doi.org/https://doi.org/10.1080/00313831.2011.581686
- Thornberg, R. (2014). Consultation barriers between teachers and external consultants: A grounded theory of change resistance in school consultation. Journal of Educational and Psychological Consultation, 24(3), 183–210. https://doi.org/https://doi.org/10.1080/10474412.2013.846188
- Ulvik, M., & Langørgen, K. (2012). What can experienced teachers learn from newcomers? Newly qualified teachers as a resource in schools. Teachers and Teaching, 18(1), 43–57. https://doi.org/https://doi.org/10.1080/13540602.2011.622553
- Voss, T., Wagner, W., Klusmann, U., Trautwein, U., & Kunter, M. (2017). Changers in beginning teachers’ classroom management knowledge and emotional exhaustion during the inductive phase. Contemporary Educational Psychology, 51, 170–184. https://doi.org/https://doi.org/10.1016/j.cedpsych.2017.08.002