Navigating professional transitions: experiences of second-career teachers in leading teaching and learning.

Abstract

Moving from one career to another represents a profound transitional shift, demanding individuals relinquish the comfort of the familiar and embark on a continuous learning curve to meet the demands of new responsibilities. For second-career teachers, this transition into the education sector is particularly complex, as they navigate a new professional landscape often vastly different from their previous fields. This study explored the lived experiences of second-career teachers during their early tenure, examining how they navigated teaching and learning leadership, as well as the factors that both enabled and constrained their leadership of teaching and learning. The research was grounded in a theoretical framework that combined Adaptive Leadership theory with William Bridges' Transition Model. Using a narrative inquiry methodology, which captured the complexity of human experience through storytelling and narration, the study employed narrative interviews to generate data from participants. Thematic analysis was applied to interpret the findings. Four second-career teachers were selected through purposive and convenience sampling to illuminate the rich complexity of their transitional experiences. The study found that second-career teachers face substantial transitional shocks, initially relying on traditional methods and previous experiences while contending with challenges such as finding their teaching style, managing administrative and discipline issues, and overcoming language barriers. Despite these obstacles, factors like professional development and parental engagement support them leadership and adaptation in education. From this study, we learn that transitioning into teaching as a second-career professional involves significant challenges that require adaptability, resilience, and continuous learning. Success depends on proactively seeking professional development, engaging key stakeholders such as parents, and developing a unique teaching style while managing both administrative and classroom demands. These underscores the importance of flexibility and context-sensitive leadership in navigating complex educational environments.