The transition from primary to secondary school presents a significant challenge with lasting effects on the educational career of the pupil. This move, which typically occurs between the ages of twelve and fourteen, is deemed to play a central role in the achievement, well-being, and mental health of the individual (Zeedyk et al., 2003). Internationally, much research has been carried out to investigate this transition and the issues surrounding it in more detail. According to Bicknell, Burgess and Hunter (2009) such issues are complex and involve challenges from a social, academic and systematic perspective. Paul (2014) surmises that the requirements of the transition, such as adjusting to different subject requirements and teacher expectations, coupled with managing multiple deadlines, increase the danger of pupils developing negative attitudes towards their school, their relationships with teachers, and teaching and learning.
One of the main subjects that is affected by an unsuccessful transition is mathematics (McGee et al., 2003; Grootenboer & Marshman, 2016). It has been documented that difficult transitions may result in pupils’ interest and liking for the subject decreasing, which can lead to disengagement and result in reduced levels of self-confidence and motivation (Attard, 2010; Paul, 2014). While much of the research to date has focused on the views of pupils, this article describes the results of a survey undertaken in the Republic of Ireland, in which the views of primary and secondary teachers were ascertained with regard to the transition process. Specifically, we sought to determine the main issues regarding the transition and how the process could be improved. A total of 296 primary and 171 secondary teachers completed the questionnaire. Results showed that teachers of both levels identified similar issues such as a lack of continuity between curriculums, a lack of knowledge of each other’s curriculum and a lack of communication between both levels. Many of the teachers suggestions on how the transition process could be improved centred around these issues, as well as highlighting a need to provide professional development opportunities for teachers of both levels.
The findings of this research are particularly timely and relevant in Ireland as one of the Government objectives in the ‘Action Plan for Education 2017’ is to improve the transition of learners at critical stages in the education system (Department of Education and Skills, 2017).