Quietly sharing the load? The role of school psychologists in enabling teacher resilience

Abstract

Teacher resilience is associated with positive student outcomes and plays an important role in teacher retention and wellbeing. School ecologies can enable the resilience of teachers, with prior research illustrating the importance of supportive colleagues, strong leadership, and positive school culture. There is limited research, however, exploring the role of school psychologists in supporting or enabling teacher resilience. Using data from experienced Australian school psychologists and teachers, this exploratory qualitative study examines the role of school psychologists in enabling teacher resilience. Findings show that school psychologists directly and indirectly support teacher resilience, although teachers perceive school psychologists' main role to work with individual students. Issues pertaining to variations in access and particular roles of school psychologists are discussed. Although further research is needed to clarify and promote the role of school psychologists, this study points to them potentially playing an important role in school ecologies that enable teacher resilience.

School counsellors’ resilience in Turkey: A phenomenological study

“…Moreover, they may be byproducts of various stressors that can cause negative outcomes (Masten & Reed, 2002). Similarly, the school environment is another important factor for resilience (Beltman, Mansfield, & Harris, 2016) because it may create both protective and stress factors for counsellors depending on its nature.…”

Adventurous Lives: Teacher Qualities for 21st Century Learning

“…Yet there is now a proliferation of literature (Bateson & Martin, 2013;Proyer &Jehle, 2013;Proyer & Ruch, 2011;Nettle, 2002;Chang, 2013;Barnett, 2012;Brown & Vaughan, 2010) which links adventurous play to rigorous work that fosters creativity, and can produce innovation essential for all fields of endeavour. We use the term 'adventurous' to describe our teacher participants and others like them who embrace change, seek new challenges, take risks, are resilient and face fears.…”

“…There is a great deal of support for Kayne's claim (see Brown & Vaughan, 2010;Pink, 2005). For instance, Pink (2005) defines the future of work as the Conceptual Age.…”

“…Resilience is dynamic and essential for self-efficacy, confidence and one's ability to cope. For the past three decades, 'resilience' has been studied and discussed in the literature as a necessary quality for our survival as humans and a necessary quality for both learners and, more recently, for teachers (Beltman, Mansfield & Price 2011;Beltman, Mansfield, Harris, 2015;Mansfield, Beltman, Broadley & Weatherby-Fell, 2016, Johnson, Down, Le Cornu, Peters, Sullivan & Pearce, 2015.…”

La autonomía emocional en el profesorado de secundaria. Análisis en el marco de un proceso de coaching personal//Emotional autonomy in secondary teachers. Analysis in the framework of a life coaching process

“…Por último, la resiliencia, según Noltemeyer y Bush (2013), puede inferirse cuando se pueden obtener resultados positivos a pesar de las adversidades. Para Beltman, Mansfield y Harris (2016) la resiliencia del docente está compuesta por tres elementos. El primero incluye su capacidad como individuo para aprovechar no solo los recursos psicológicos personales, sino también los recursos físicos, sociales y culturales (Resilience Research Centre, 2014).…”