Abstract
Purpose. The purpose of this qualitative case study was to explore the perceptions of 8th- and 9th-grade teachers regarding students' academic, procedural, and social concerns in transitioning from middle to high school and to explore teachers' thoughts concerning effective transition strategies and activities that will support students in this transition. Methodology. A descriptive case study design was used to explore 8th- and 9th-grade teachers regarding the student transition from middle to high school. The researcher interviewed a purposeful sampling of 12 teachers, 6 at the 8th-grade level and 6 at the 9th-grade level, using semistructured interview questions during the data collection process. Data were analyzed using Creswell's (2013) data analysis spiral. The validity and reliability of the study were established by addressing Lincoln and Guba's (1985) constructs of credibility, transferability, dependability, and confirmability. Findings. Eighth- and 9th-grade teachers expressed similar perceptions regarding the transition from middle to high school. Teachers reported student academic concerns regarding workload, preparedness, and accountability. Procedurally, teachers reported students were concerned about navigating the campus but were not concerned about new rules and expectations. Social concerns were most prevalent and included image, friendships, freedom, being the youngest, and changing relationships with adults. Effective transition strategies and activities shared included the importance of articulation between teachers at both levels, developing and reviewing skills and expectations, building relationships with students, and helping students connect to the new campus. Conclusions. The transition from middle school to high school is a complicated process involving numerous academic, procedural, and social concerns for students. Teachers play a critical role in this transition, and 8th- and 9th-grade teachers view their roles in the process similarly. Communication among stakeholders regarding the transition is vital; and responsive, well-implemented transition programs are imperative in supporting students as they transition. Recommendations. Formalized transition programs that address the academic, procedural, and social concerns of students must be developed and implemented with input from teachers at both the middle and high school levels to ensure students are supported as they make the transition into 9th-grade. Further research should explore the perceptions of students, parents, and other school staff members for comparison with those of teachers.