“I Feel Like Nothing Else Will Ever Be This Hard”: The Dimensions of Teacher Resilience during the COVID-19 Pandemic

Figures & data

Table 1. Outline of four dimensions of the teacher resilience framework (adapted from Mansfield et al., 2012).

Dimension	Outline
Profession-related	Involves aspects concerning the practice of teaching including organisation, preparation, use of effective teaching skills and being reflective.
Emotional	Involves aspects concerning emotional responses to teaching experiences, emotional management and coping with stress.
Motivational	Involves aspects including self-efficacy, focussing on continual improvement and learning, persistence and perseverance.
Social	Involves the relational aspect of participation in the work environment involving building relationships, developing a support network, asking for assistance and taking advice, and utilising communication skills.

Figure 1. Dimensions of teacher resilience during the COVID-19 pandemic.

Table 2. Dimensions of teacher resilience during the COVID-19 pandemic.

Profession-Related Dimension
Skill/Capacity/Strategy	Overview of the Skill/Capacity/Strategy	Examples from Data
Engaging with the digital	Ability to adapt Greater awareness for delivering content online Resourceful in embracing the cognitive skills required to innovate ways of learning and teaching Flexibility to support students	I feel like I was able to adapt quite well - better than I expected Working remotely has been a big learning curve. It has meant that I have had to explore online communication methods and platforms to use. Changing a practical classroom music program to online content has been extremely challenging. I have had to reassess all lessons and develop different ways to deliver lessons to students in a rural area who may not have reliable internet access.
Enhanced student support	Differentiating curriculum for individual circumstances Personalised feedback Structure of online lesson design: Time for small groups, one-on-one, whole group	There has also been significantly more feedback to students, follow up of work and reporting on progress - these elements have been improvements in my teaching. I have also included more individualised learning programs for students therefore differentiation has been greater. It has also meant that I have connected with families more and worked collaboratively with them. More focussed teaching happened as there were no extra curricular activities. There were less behaviour issues although more personalised communication with vulnerable students/families.
Reflection in and on action	Self-awareness of how practice was changing. Opportunity to identify how practice might change on return to face-to-face	It gave me time to reflect on my planning process and evaluate my lessons, rather than always being overwhelmed with day-to-day issues in the classroom. Through having used video chat and having created videos, I am now aware of how I can better use these to assist students within a regular on-site schooling program e.g., being able to teach and assist students live from home when ill.
Confidence and self-belief	Greater confidence in ability as an educator. Confidence in integrating technology. Increased confidence in identifying and engaging with students’ learning.	I feel really confident in my ability and knowledge as an educator, whereas before I thought of myself as a graduate teacher. Confident use of the platform and continuing to use this in my teaching. Recognising I do not need to talk the whole time but allow my students to develop their own learning. My ability to gain and utilise evidence of teaching - I've become better at identifying students’ zone of proximal development.
Reframing curriculum outcomes and teaching and learning	Re-examination and reframing of curriculum outcomes Modifying curriculum and assessments for online Strategic thinking of student learning needs	It has allowed us to focus on learning rather than examining [assessment]. I have to pre-empt everything that may happen in the classroom and plan for all the ways the class may change depending on the student’s needs. I honestly feel that there is potential to develop a hybrid teaching and learning system of on-site and remote learning. There has already been discussion at my high school around the possibility of creating a remote class per year level for self-motivated and capable students. These students can lose out in a regular classroom where disruptions occur and where differentiation which suits all students’ learning needs can be difficult.
Emotional Dimension
Skill/Capacity/Strategy	Overview of the Skill/Capacity/Strategy	Examples from Data
Cares for own wellbeing	Building a wellbeing literacy and expanding a self-care toolbox for wellbeing Flexibility of time to balance work and personal/family life. Engaged with self-care strategies to support wellbeing Set boundaries around work-life balance Ability to work from home freeing up time in day Use of daily rituals to support break time	More time with my kids and slower pace life Not rushing around, travelling to work and juggling kids drop offs and pick-ups I made sure I included non-work elements into my day, every day. Whether that be a walk, some gardening or even the grocery shopping. If I found I was sitting idle, with minimal work to do, I would step away from the computer and complete alternative tasks As part of my own self-care I limited how much media discussion I read/listened to.
Self-awareness to cope with demands	Awareness of emotions and to cope with increased work demands Awareness of shifting expectations in the online space around communication with parents Makes adjustments to address emotional stress and challenges due to intersection of work and home lives	I feel like nothing else will ever be this hard haha. I have adopted elements of different learning methods, particularly asynchronous. [This time] just made me more aware of what I actually do when I tried to support some of my parents with endless questions. I feel we gained greater respect out of this whole pandemic. Taught my own children from home and juggle full time work
Motivational Dimension
Skill/Capacity/Strategy	Overview of the Skill/Capacity/Strategy	Examples from Data
Perspective and persistence	Persistence to navigate change Ability to work collaboratively to create change	We worked solidly together; we took on specific roles within our teams. We then championed those. At least it spread the workload, but the workload was intense as we were creating resources e.g., slideshows, videos etc. to go with the lessons. And being novices at this, it took us forever because we wanted things to be professional as parents were also viewing and seeing us in action. It took some time to adjust but by the end of the teaching period, I was in a groove
Professional learning and continual improvement	Rapid development of new technological skills Increased time for reflection on professional skills and capacities	[I have an] improved understanding of a range of online tools and how these can be used effectively chance to reset and ditch the unimportant”.
Open mindedness to new ways of working	Personal and systemic openness to new ways of working Motivation to engage with creative and flexible learning experiences	We tried new ways of running pracs for VCE and this was effective. Generally, I felt like I learned a lot and that is one of my favourite things about teaching I have become increasingly aware of how successful remote learning can be. I’ve also learnt a lot more about my students.
Social Dimension
Skill/Capacity/Strategy	Overview of the Skill/Capacity/Strategy	Examples from Data
Building and maintaining supportive relationships	Support from leadership and colleagues Enables support and connection during remote learning and counters isolation of working from home	More social and emotional support with my colleagues and leadership to feel more involved and valued/supported work environment amongst staff was positive, everyone helped each other
Seeking support	Seeking social and pedagogical support Use of social media networks for support Use of professional networks	Friends who work at other schools that have different approaches Facebook support group for online teaching

Mansfield, C. F., Beltman, S., Price, A., & McConney, A. (2012). Don’t sweat the small stuff: Understanding teacher resilience at the chalkface. Teaching and Teacher Education, 28(3), 357–367. https://doi.org/10.1016/j.tate.2011.11.001

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