Early career teachers’ adaptability and resilience in the socio-relational context of Australian schools

Sheridan, Lynnaire; Andersen, Peter; Patulny, Roger; McKenzie, Jordan; Kinghorn, Grant; Middleton, Rebekkah

doi:10.1016/j.ijer.2022.102051

Cited by 6 publications

(6 citation statements)

References 59 publications

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“…Teachers often become community leaders, providing guidance, support, and knowledge dissemination at a broader level. Especially in regions where there’s a lack of disaster preparedness infrastructure, teachers become pivotal in organizing community-wide disaster drills, educating parents and other stakeholders, and acting as a bridge between local authorities and the community [ 69 ]. They not only instruct but inspire, motivate, and lead by example.…”

Section: Discussionmentioning

confidence: 99%

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Promoting community resilience through disaster education: Review of community-based interventions with a focus on teacher resilience and well-being

Fu,

Zhang

2024

PLoS ONE

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Teachers play a pivotal role, both as educators and community leaders at the heart of any communities. This study seeks to address: "How do community-based interventions influence teacher resilience and well-being in the context of disaster education, and consequently, how does this affect overall community resilience?" Employing the rigorous PRISMA systematic review approach, we examined relevant studies, emphasizing the relationship between teacher resilience, well-being, and the efficacy of community-based disaster education interventions. 47 studies met the specific inclusion criteria and were included in in-depth analysis. This study identified a set of key interventions that have demonstrably boosted teacher resilience and well-being. There was a discernible positive relationship between teacher resilience and the effectiveness of community disaster education initiatives. The relationship between teacher resilience, their well-being, and effective community-based disaster education interventions is intricate and multifaceted. Enhanced teacher resilience contributes substantially to the success of disaster education programs. The interplay between teacher and community resilience emerged as a complex, symbiotic relationship, with teacher well-being acting as a cornerstone for effective community-based interventions. Reinforcing teacher resilience and well-being is integral to the success of community-based disaster education initiatives. Ensuring their well-being not only enhances educational outcomes but also fortifies community resilience. Teachers play a pivotal role in not only educating the younger generation but also in enhancing community resilience. Thus, any strategy aimed at supporting community resilience must integrate comprehensive measures to ensure the well-being and resilience of teachers. This nexus between education and community resilience emphasizes the necessity for integrated, holistic, and community-centric approaches to disaster management.

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Section: Discussionmentioning

confidence: 99%

“…[27, 53,69] Positive role modeling Resilient teachers exhibit behaviors such as determination, problem-solving, and hope that students are likely to emulate.…”

Section: Enhanced Curriculum Deliverymentioning

confidence: 99%

Promoting community resilience through disaster education: Review of community-based interventions with a focus on teacher resilience and well-being

Fu,

Zhang

2024

PLoS ONE

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“…Ryan and Ployhart (2014) defined adaptability as a person's ability, skills, propensity, willingness, and motivation to change or adapt to various tasks and social and environmental characteristics. Sheridan et al (2022a) noted that adaptability and resilience are combined because adaptability is considered a protective factor for resilience that is related to a person's personal profile (e.g., skills, personality). Klassen et al (2014) specified adaptability and resilience in six characteristics:…”

Section: Narrow Traitsmentioning

confidence: 99%

“…Measuring non-academic traits based solely on the IQ test achievement can be limiting when assessing candidates for a profession or promotion. As such, SJTs offer an additional tool to accurately assess relevant non-academic traits in clinical and professional practice, particularly interpersonal traits like integrity, empathy and resilience, which are seen as critical for success in the workplace (Patterson et al, 2012;Sheridan et al, 2022a). Hence, understanding how, personality dispositions (broad traits) and traits asresulting in behavior acts (narrow traits) are utilized in teacher education to assess candidates' suitability can help stakeholders and researchers to determine what extra contextual information and individual behavior is relevant when making teacher selections.…”

Section: Introductionmentioning

confidence: 99%

Broad vs. narrow traits: a scoping review of measuring personality traits in teacher selection using the situational judgment test

Nadmilail,

Mohd Matore,

Maat

et al. 2023

Front. Psychol.

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Situational Judgment Tests (SJTs) have gained popularity and are commonly used as a measurement technique in a variety of professions, particularly those that include hiring, promoting, and professional development. In various educational sectors around the world, SJTs are being utilized as a measure by which to choose individuals who possess the requisite non-academic attributes for the profession. The objective of this review is to identify and analyze the traits that are measured in teacher selection using SJTs, in terms of both broad and narrow traits. This review uses a scoping review approach comprising five stages which are: identifying the research question, identifying relevant studies, selecting the studies, charting the data and reporting the results. Seven empirical research studies on teacher selection using SJTs were identified in which broad and narrow traits are used differently in selection. In the studies, a broad trait—conscientiousness—and seven narrow traits—organization and planning; empathy and communication; adaptability and resilience; mindset; emotional regulation; professional ethics; and enthusiasm and motivation—were recognized. Analysis revealed, in line with other prior studies, that the traits discovered tended to be used as the foundation for teacher selection criteria. The use of broad and narrow traits as the basis for teacher selection criteria has implications for the selection of the “best” teacher candidates because both broad and narrow traits generally do not accurately measure the precise characteristics needed. Future studies should focus on measuring more precise characteristics without overlap between the targeted characteristics, in light of the conclusions from this review.

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“…Elementary teachers fulfill a fundamental role in their students’ cognitive, social, and emotional development [ 1 ]. Teaching is an emotional, physical, and intellectually challenging job [ 2 ], which is why resilience is a fundamental non-academic skill for teachers who work with children [ 3 , 4 ].…”

Section: Introductionmentioning

confidence: 99%

Psychometric Properties of the SV-RES60 Resilience Scale in a Sample of Chilean Elementary School Teachers

Salvo-Garrido,

Polanco-Levicán,

Dominguez-Lara

et al. 2023

Behavioral Sciences

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The concept of resilience, identified as a crucial variable due to its association with several beneficial outcomes in adulthood, is of particular interest in the teaching field. Specifically, teachers work in a demanding, challenging, and stressful context that requires a remarkable ability to adapt; therefore, resilience is important in the field of teaching and training, as it plays a fundamental role in children’s cognitive, social, and emotional development. This study sought to analyze the psychometric properties of the SV-RES60 Resilience Scale in a sample of Chilean elementary school teachers from first to eighth grade (N = 1406; mean age = 41.4; SD = 10.8). ESEM and bifactor ESEM analyses were performed to evaluate its factor structure, internal consistency, and reliability. The results supported a bifactor structure in which resilience was represented by one general latent factor and twelve specific factors (RMSEA = 0.032; 90%CI [0.030, 0.033]; SRMR = 0.012; CFI = 0.986; TLI = 0.977). A predominance of the unidimensional components of the SV-RES60 (general factor, ECV = 0.812; ωh = 0.975) and a high reliability (α = 0.981; ω of the general factor = 0.991) were observed. In conclusion, the SV-RES60 Resilience Scale is a suitable instrument for measuring the general factor of resilience in the investigated teaching environment. Future studies could contribute towards evidence of a reduced scale and transcultural validation to conduct comparative studies.

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Early career teachers’ adaptability and resilience in the socio-relational context of Australian schools

Cited by 6 publications

References 59 publications

Promoting community resilience through disaster education: Review of community-based interventions with a focus on teacher resilience and well-being

Promoting community resilience through disaster education: Review of community-based interventions with a focus on teacher resilience and well-being

Broad vs. narrow traits: a scoping review of measuring personality traits in teacher selection using the situational judgment test

Psychometric Properties of the SV-RES60 Resilience Scale in a Sample of Chilean Elementary School Teachers

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