The profession as a teacher is a very demanding and multifaceted job which changed a lot in the last years. Especially teachers who start their first job right after teachers’ college are challenged by the variety of demands and duties they are daily confronted with (Martinuzzi, 2007, Henecka & Lipowski, 2004). This study focuses the first year of teaching because it is crucial and potentially problematic period for teachers (Wang et al., 2008). The career entry often involves changes in relationships, routines, assumptions or roles and can described as a normative transition for teachers (see also Schlossberg et al, 1995). Transitions can cause stress and crisis (Filipp, 1990). From this perspective, we might also assume that transitions have an impact on individuals’ well-being. However, the interrelation of transitions and the well-being during these times are discussed controversially. In general, Hopson (1981) described seven phases in the transition cycle: shock, reaction, minimization, self-doubt, acceptance of reality and letting go, testing, and the search for meaning and integration. This and other theoretical models suggest that well-being decreases after a transition, but reverts to a neutral or positive level (hedonic adaptation: Diener et al., 2006). However, several studies document that normative transitions, especially those of young adulthood, are mostly experienced as positive and have a positive impact on well-being (Perrig-Chiello & Perren, 2005). The aim of this study is to investigate patterns of well-being changes and adaptation processes of beginning teachers during their first year of professional teaching.

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