Challenges to teacher resilience: conditions count

Abstract

Drawing upon findings of a four-year national research project on variations in the work and lives of teachers in England, this paper provides empirical evidence which contributes to understandings about the importance of resilience in teachers' work. The experience of resilience as perceived by teachers in this research was that it was neither innate nor stable and was much more than a capacity to survive and thrive in extremely adverse circumstances. Rather, it was perceived as being closely allied to their everyday capacity to sustain their educational purposes and successfully manage the unavoidable uncertainties which are inherent in the practice of being a teacher. Their capacity to be resilient fluctuated as a result of the influences of the personal, relational and organisational settings in which they worked. The findings have implications for initial and in-service professional development programmes, school leadership and the quality retention of teachers.

The role of relational resilience in teachers’ career-long commitment and effectiveness

“…Three interrelated conditions -teachers' vocational selves, social and professional relationships with colleagues, and leadership support and recognition -are found to be integral in enabling them to sustain their educational purposes and successfully manage the 'unavoidable uncertainty' (Shulman, 2005, p. 1) inherent in the everyday life of a teacher (Gu and Day, 2013).…”

How teacher trainees' defines Moral resilience throughout their teacher educators?

“…The framework defines the mutual expectations and the behavioural patterns that are used in various situations, according to which particular events are perceived as significant. This always what guides decision-making (Gu & Day, 2013). The Australian National Curriculum requires teachers to teach Personal and Social Capabilities (ACARA, 2012) such as self-awareness, self-management social awareness, contributing to civil society, advocacy for and service to others, understanding relationships and social management, decision making, conflict resolution and negotiation, building and maintaining relationships, leadership.…”

“…As part of this, it is essential for learners to explore the nature of their interrelationships with others and their capacity to maintain and enhance connections (Gu, Q., & Day, 2013). Only a few studies have examined teachers' resilience in general or their moral resilience in particular (Mayer, 2014).…”

Resilience strategies employed by teachers with dyslexia working at tertiary education

“…Employees with high self-efficacy beliefs are likely to set high personal goals, and they tend to persist in their efforts when problems surface (Lunenberg, 2011). Such teachers do not only experience success in work but they also show greater persistence and resilience (Beltman, Mansfield & Price, 2011), thus, both selfefficacy and resilience are needed to be successful in the teaching profession (Day, 2008;Gu & Day, 2013). Research literature seems to suggest that selfefficacy and resilience are mutually affective.…”

“…These early studies focused on personal qualities, however, later research suggests that resilience is not solely a personal attribute, nor an innate or fixed quality. Rather it is a complex construct resulting from a dynamic relationship between risk and protective factors (Beltman, et al 2011) that can be learned and acquired (Higgins, 1994in Gu & Day, 2013. Furthermore, it involves psychological, behavioural and cognitive functioning as well as emotional regulation (Luthar & Brown, 2007), and interactions with events in the environment.…”