摘要：AbstractIntegration of a new teacher in the workplace causes associations with description of new work duties, introduction to the colleagues and demonstration of premises, however quite frequently the new teacher feels confused and even frightened in the new environment. Adaptation can determine largely further emotional feelings of the employee, motivation, investment level in the results of joint and individual work, so it is important to plan and manage this process so that the new teacher would adapt in the school environment as successfully as possible. Within the framework of the paper, the results of the empiric research are analysed on the opinion of principals of Liepaja educational establishment, experienced and new teachers in relation with adaptation process in the school. The main aim of the research is to find out the meaning of activities of school principal and school collective in adaptation of the new teacher in the educational establishment. The research disclosed that different events are arranged at schools, but no activities are offered that would be aimed exactly to faster and more successful adaptation of new teachers in school collective. In the research a conclusion is drawn that adaptation of new teachers happens more frequently “of one's own” because a mentor helps new teachers to adapt only in 3 from 15 educational establishments involved in the research.
