Challenges to teacher resilience: conditions count
Open accessAbstract
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.
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Resilience is necessary for teachers' and students' effective functioning because instruction and learning are stressful and emotionally draining processes.
“The necessity of resilience for teachers' and students' effective functioning is very noticeable as instruction and learning are stressful and emotionally draining processes (Gu and Day, 2013).”
From Researching and Practicing Positive Psychology in Second/Foreign Language Learning and Teaching: The Past, Current Status and Future Directions (2021) · cites this paper as Gu and Day, 2013
Cites
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“In positive psychology, particular attention has been given to the importance of relationship-based assets and their contribution to resilience (Masten, 2001; Gorman, 2005; Luthans et al., 2007).”
POSITIVE PSYCHOLOGICAL CAPITAL: MEASUREMENT AND RELATIONSHIP WITH PERFORMANCE AND SATISFACTION
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“In positive psychology, particular attention has been given to the importance of relationship-based assets and their contribution to resilience (Masten, 2001; Gorman, 2005; Luthans et al., 2007).”
BackgroundCreating Effective Teaching and Learning Environments: First Results from TALIS
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Wang, Y., Derakhshan, A., & Zhang, L. J. (2021) · Frontiers in Psychology · doi:10.3389/fpsyg.2021.731721 · Cited by 762 · see citing works
“The necessity of resilience for teachers’ and students’ effective functioning is very noticeable as instruction and learning are stressful and emotionally draining processes (Gu and Day, 2013).”
BackgroundForming the mentor-mentee relationship
Hudson, P. (2016) · Mentoring & Tutoring: Partnership in Learning · doi:10.1080/13611267.2016.1163637 · Cited by 173 · see citing works
Do well-being and resilience predict the Foreign Language Teaching Enjoyment of teachers of Italian?
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- Authors
- Gu, Q., & Day, C.
- Affiliations
- University of Nottingham (GB)
- Corresponding author
- Gu, Qing
- Venue
- British Educational Research Journal
- Publisher
- Wiley
- Published
- 2013-01-10
- Volume
- 39
- Issue
- 1
- Pages
- 22-44
- ISSN
- 0141-1926 (ISSN-L)
- 1469-3518
- OpenAlex
- W2171113743
- Cited by
- 566
- References
- 4
- Citations by year
- 2026: 54 · 2025: 74 · 2024: 60 · 2023: 59 · 2022: 67 · 2021: 48 · 2020: 52 · 2019: 35 · 2018: 24 · 2017: 28 · 2016: 21 · 2015: 15 · 2014: 13 · 2013: 10 · 2012: 1
- FWCI
- 36.94
- Type
- journal article
- Language
- en
- Open access
- bronze
- doi.org
- Locations
- British Educational Research Journal (publishedVersion)
- Funders
- Economic and Social Research Council (ES/J017035/1, ES/H000879/1)
- Topics
- Social Sciences › Education › Teacher Professional Development and Motivation
- Social Sciences › Education › Teacher Education and Leadership Studies
- Social Sciences › Psychology › Clinical Psychology › Resilience and Mental Health
- Keywords
- teacher resilience, teacher work, teacher retention, uncertainty in teaching, organizational context, relational context, professional development, school leadership, teacher well-being
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