A Multidimensional View on Pre-service Teacher Resilience in Germany, Ireland, Malta and Portugal

Peixoto, Francisco; Wosnitza, Marold; Pipa, Joana; Morgan, Mark; Cefai, Carmel

doi:10.1007/978-3-319-76690-4_5

Cited by 46 publications

(48 citation statements)

References 32 publications

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“…For example, self-efficacy was found to predict resilience in a sample of Malaysian teachers (Ngui & Lay, 2020) as well as in graduate trainee teachers in Singapore (Ee & Chang, 2010). Peixoto, Wosnitza, Pipa, Morgan, and Cefai (2018) found that two dimensions of self-efficacy (teaching and behavior management) were the stronger predictors of teachers'…”

Section: Resilience and Self-efficacymentioning

confidence: 97%

“…So far, the research regarding the relationships between self-efficacy, resilience, burnout and stress has indicated that they are closely linked. In the teaching profession, it has been found that self-efficacy beliefs can predict resilience (Ee & Chang, 2010;Peixoto et al, 2018) and both of them can predict stress and burnout (Richards, Levesque-Bristol, Templin & Graber, 2016;Skaalvik & Skaalvik, 2017). Previous studies have focused mainly on the total resilience score rather than examining the resilience dimensions in association with selfefficacy, stress and burnout.…”

Section: Resilience and Self-efficacy In Relation To Stress And Burnoutmentioning

confidence: 99%

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Primary School Teachers´Resilience: Association with Teacher Self-Efficacy, Burnout and Stress

Daniilidou

Πλατσίδου

Gonida

2020

EJREP

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Introduction. International literature indicates that self-efficacy and resilience are interrelated and they both predict teachers' burnout and stress. In order to better understand their intertwining relationship, the present study was conducted to test the hypothesis that resilience mediates the effect of efficacy beliefs to burnout and stress. Method. Participants were 636 Greek primary education teachers. The Multidimensional Teacher Resilience Scale (MTRS; Mansfield & Wosnitza, 2015), the Maslach Burnout Inventory (Maslach & Jackson, 1986), the Teachers' Sense of Efficacy Scale (Tschannen-Moran & Woolfolk Hoy, 2001) and the Perceived Stress Scale (Cohen, Kamarck, & Mermelstein, 1983) were used to collect the data. All scales were adapted to Greek and tested for their psychometric properties. Results. The results partially confirmed our hypothesis showing that three of the resilience subscales, Social-Professional Resilience, Adaptability and Motivational Resilience, partially mediated the relationship of self-efficacy with burnout and stress. Out of the four resilience subscales, Emotional Resilience was found to fully mediate in the above relationship and had the strongest predictive power over burnout and stress. Discussion and Conclusion. The findings are discussed in light of recent evidence in the field and their implications for practice and future research are pointed out.

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Section: Resilience and Self-efficacymentioning

confidence: 97%

Section: Resilience and Self-efficacy In Relation To Stress And Burnoutmentioning

confidence: 99%

Primary School Teachers´Resilience: Association with Teacher Self-Efficacy, Burnout and Stress

Daniilidou

Πλατσίδου

Gonida

2020

EJREP

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“…At this point little research existed that explicitly compared resilience of teachers in different countries. Our chapter was published alongside one from the ENTREE project relating to four European countries (Peixoto et al 2018). The key findings regarding challenges and resources in Australia and South Africa are illustrated in Table 2.5 according to the level of context derived from ecological models (Bronfenbrenner, 1979).…”

Section: Context-focused Perspectivesmentioning

confidence: 99%

Understanding and Examining Teacher Resilience from Multiple Perspectives

Beltman

2020

Cultivating Teacher Resilience

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In this chapter, I argue that differing conceptualisations of the construct of resilience shape and enrich the research questions and methodology used to examine it. In addition, the conceptual focus has implications for questions such as whose responsibility it is for the development of resilience. Research conducted within two Australian projects, Keeping Cool and BRiTE (Building Resilience in Teacher Education) is used as an illustration of the impact of a changing conceptual focus. For example, beginning with a psychological perspective led to an examination of risk and protective factors for individuals. More contextual approaches involved a comparison of countries. Recent systemic views support a model that encompasses both personal and contextual characteristics, as well as strategies used and outcomes achieved. It is argued that taking multiple perspectives in this programme of work has enabled the incorporation of a broad range of research methods and findings, and contributed to a deeper understanding of the construct of teacher resilience.

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“…While 1 3 the extant literature has enabled comprehensive understandings of teacher resilience and how it may be challenged and supported through personal and contextual risks and resources, the issue of how teacher resilience may be promoted through professional learning has received less emphasis. Recent research provides emerging evidence that resilience related skills and strategies can be enhanced during pre-service teacher education (for example, Beltman et al 2018;Peixoto et al 2018) and there is also some support for the view that professional learning opportunities for in-service teachers may also play a role in supporting teacher resilience throughout the career span (for example, Gibbs and Miller 2013). A focus on professional learning experiences that promote resilience is the next step in the field as recently highlighted by Wosnitza et al (2018).…”

mentioning

confidence: 99%

Promoting resilience for teachers: pre-service and in-service professional learning

Mansfield

Beltman

2019

Aust. Educ. Res.

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A Multidimensional View on Pre-service Teacher Resilience in Germany, Ireland, Malta and Portugal

Cited by 46 publications

References 32 publications

Primary School Teachers´Resilience: Association with Teacher Self-Efficacy, Burnout and Stress

Primary School Teachers´Resilience: Association with Teacher Self-Efficacy, Burnout and Stress

Understanding and Examining Teacher Resilience from Multiple Perspectives

Promoting resilience for teachers: pre-service and in-service professional learning

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