Mokinių adaptacija naujojoje mokykloje
Student's adaptation in the new school

Summary/Abstract: In 2004 by request of the Ministry of education and science of Lithuania we conducted the first nationscale research “Quality of education at different types of schools: attitude of children transitioned from one school to another and their parents”, orientated precisely at the school transition problems. This article presents a part of this research results. In this article we aimed to reveal how students’ adaptation after a school transition is related to teachers’ behaviour. We supposed that seeking this aim it was purposeful to answer such partial questions as follow: • How successful is students’ adaptation to a new school within the first year after the school transition? • Does teachers’ behaviour effects the success of students’ adaptation after a school transition? What teachers’ behaviour aspects have the most considerable effect on the success of students’ adaptation? Is the effect of teachers’ behaviour on the success of students’ adaptation related to the students’ sex, frequency of school transitions, an educational concentre, a type of settlement, a type of school? • Are differences in teachers’ behaviour with the students transitioned to their school related to an educational concentre, a type of school, a type of settlement? Research methods. The gross sample of the research consisted of 1078 students (from 159 schools, representing almost all municipalities of the country) and 999 their parents. The respondents were sampled by a non-stochastic method, though trying to achieve the most representative target group. The main research instrument was questionnaires for both children and their parents. To assess students’ adaptation we chose indicators, showing the underlying students’ and their parents’ attitudes after a school transition, namely: 1) satisfaction of the students, experienced a school transition, with their new school; 2) their parents’ satisfaction with the new school; 3) changes in emotional state of the students, experienced a school transition, at their new school; 4) parents’ opinion on changes in emotional state of their children after the school transition; 5) students’ attitude towards choice of school, if they had to change the school again; 6) parents’ opinion about the new school (if it is better than the previous one). The questionnaires for students and parents included questions, conforming to these indicators, assessing them by 3-score or 5-score Likert scale. Seeking to get the most adequate picture of the effect of teachers’ behaviour on students’ adaptation we conducted a pilot qualitative research with 78 respondents (students, experienced a school transition and their parents) before the main quantitative research. During a half-structured interview we asked to indicate various advantages of a new school comparing to the previous one. Categorising all the mentioned advantages, we combined into the teachers’ behaviour category such of them as: 1. Teachers know students better: rejoice at th

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