Teacher wellbeing and resilience: towards an integrative model

Figures & data

Figure 1. The AWaRE (Aligning Wellbeing and Resilience in Education) model

(Source: original figure created by the authors for this publication.)

Table A1. Overview of illustrative examples and categorisation of the reviewed papers (N = 46)

Author(s) and publication date	Examples of how wellbeing and resilience are defined and/or aligned in the papers*	Group and categorisation
Acton and Glasgow (2015)	“In addition, articles that focused on ‘resilience’ or ‘burnout’ without reference to wellbeing were also excluded, as while these are important aspects of wellbeing, this review was concerned with capturing holistic notions of teacher wellbeing … ” (p. 101).	2: Resilience as part of wellbeing
Ainsworth and Oldfield (2019)	“When assessing levels of resilience, we look for evidence of positive adaptation despite challenging circumstances. The three outcome measures used within the current study were chosen because high levels of wellbeing and job satisfaction, and low levels of burnout are indicators of positive adaptation in teachers”. (p. 118)	4: Resilience leads to positive adaptation that leads to wellbeing
Ballantyne and Zhukov (2017)	“In addition, the positive psychology lens enables a focus on the notion of “flourishing” and resilience which are associated with effectiveness and well-being … ” (p. 246)	1: Resilience associated with wellbeing
Beltman et al. (2019)	“ … view resilience as: …  both the capacity of individuals to navigate their way to the psychological, social, cultural, and physical resources that sustain their well-being … ” (p. 2)	4: Resilience leads to resources that lead to wellbeing
Beltman, Mansfield, and Harris (2016)	“Finally, teacher resilience is evident in the outcome of a teacher who, despite facing challenges, experiences professional commitment, growth, wellbeing … ” (p. 173)	2: Wellbeing as an indicator of resilience
Beltman, Mansfield, and Price (2011)	“Difficulties are not simply managed, but individuals are able to bounce back quickly and efficiently, persevere and thrive (e.g. Malloy & Allen, 2007). Successful adaptation occurs despite obstacles and personal wellbeing is maintained … ” (p. 188)	4: Wellbeing as an outcome of resilience
Beshai et al. (2015)	“In their pilot trial, Jennings et al. 2011 found that their Cultivating Awareness and Resilience in Education (CARE) mindfulness programme was efficacious in improving students’ and teachers’ well-being”. (p. 199)	4: Resilience (programme) fosters wellbeing
Birchinall, Spendlove, and Buck (2019)	‘A strong case is therefore developing to equip pre-service teachers at the earliest stages of their career with the appropriate skills to increase resilience and bring the social physical and mental aspects of their wellbeing into alignment’. (p. 3)	1: resilience and wellbeing equalised
Brouskeli, Kaltsi, and Loumakou (2018)	“Both resilience and occupational well-being, thus, seem to be dependent upon personal and external factors”. (p. 44)	1: Resilience and wellbeing equalised
Burić, Slišković, and Penezić (2019)	“This study is aimed at … and to explore the protective role of resilience in these aspects of teachers’ psychological well-being”. (p. 1136)	4: Resilience leads to wellbeing
Clarà (2017)	“With the notion of teacher resilience, many authors have found a way to study not those teachers who leave the profession, but those who, despite the difficult work conditions, stay with commitment and emotional and psychological equilibrium and well-being … ” (p. 82)	4: Resilience represents wellbeing under difficult conditions
Cook et al. (2017)	“There has been a recent surge in conceptual and empirical work highlighting the relationship between teachers’ own well-being and resilience and student outcomes … ” (p. 15)	4: Wellbeing and resilience not explained but implicitly mentioned that resilience leads to wellbeing
Critchley and Gibbs (2012)	“Efficacy beliefs have been found to have significant influence on effort and persistence, and are associated with protective factors such as resilience, personal well-being and achievement … ” (p. 64)	1: Resilience and wellbeing equalised
Czerwinski et al. (2020)	‘Increased levels of resilience shown in the colouring group may have aided in improving levels of wellbeing … ’ (p. 7)	4: Resilience leads to wellbeing
Ebersöhn (2012)	“I put forward that when individuals use RRR they are able to create a climate where the environment can buffer the effect of risk on individuals’ wellbeing and development – enabling resilience”. (p. 30)	4: Resilience leads to wellbeing
Eldeleklioglu and Yildiz (2020)	‘ … it is observed that psychological resilience is related to both well-being and emotional expression. Recent evidence has revealed that resilience is a strong identifier of subjective well-being … ’ (p. 49)	2: Resilience as indicator/identifier of wellbeing
Fernandes et al. (2019)	“Resilience is a predictor of job satisfaction and well-being amongst teachers, and can act as a protective factor for negative costs of the teaching profession … ” (p. 682) “A number of studies have shown that resilience correlates positively with teachers’ well-being and the well-being indicators have a direct and strong correlation with the indicators of resilience … ” (p. 682)	4: Resilience predicts wellbeing 1: Resilience correlates with wellbeing; Resilience and wellbeing indicators correlate
Gibbs and Miller (2014)	“The wellbeing, engagement, motivation and resilience of teachers are, therefore, all important issues if this investment is to be recouped with interest”. (p. 609)	1: Resilience and wellbeing equalised
Gray, Wilcox, and Nordstokke (2017)	“Teacher mental health may contribute to the resilience of teachers who choose to stay in the profession”. (p. 203) “Teacher resilience refers to the capacity … This capacity to maintain well-being … ” (p. 203/204)	3: Wellbeing may contribute to resilience 4: Resilience is the capacity to maintain wellbeing
Griffiths (2014)	“ … resilience training at work has resulted in improved job satisfaction, self-esteem, well-being and performance”. (p. 656)	4: Resilience (training) leads to wellbeing
Hagenauer, Hascher, and Volet (2015)	‘ … positive interpersonal relationships … appear to function as antecedent of teachers’ emotional wellbeing … This is also consistent with recent research on “teacher resilience” … ’ (p. 395)	1: Resilience and wellbeing share association with social relationships
Harris et al. (2015)	‘Cultivating Awareness and Resilience in Education (CARE) … A randomized trial of 50 teachers showed reductions in time pressure and burnout and improvements in mindfulness, emotion regulation, physical wellbeing, … ’ (p. 144).	4: Resilience (training) leads to wellbeing
Hwang et al. (2017)	‘ … teachers who were equipped with personal resources … were likely to have resilience and therefore to experience wellbeing’. (p. 27)	4: Resilience leads to wellbeing
Idris, Khairani, and Shamsuddin (2019)	‘ … a positive relationship between resilience, happiness and satisfaction; in which the latter two are constructs that demonstrated subjective well-being’. (p. 154)	1: Resilience and wellbeing are (positively) related
Jennings et al. (2013)	“CARE was designed to reduce teachers’ distress and promote improvements in teachers’ well-being, motivational orientation/efficacy, and mindfulness”. (p. 38)	4: Resilience (training) leads to wellbeing
Johnson and Down (2013)	“ … new ways of seeing early career teacher resilience with the aim of creating and sustaining a spirit of optimism and human agency, as well as a sense of health and well-being among early career teachers”. (p. 703)	4: Resilience leads to wellbeing
Johnson et al. (2014)	“We have undertaken this work to better understand how the ‘social construction of teacher resilience … on their capacities to sustain their emotional well-being and professional commitment’ … ” (p. 531)	4: Resilience leads to wellbeing (as a part of a dynamic interplay)
Kangas-Dick and O’Shaughnessy (2020)	‘Resilience refers to the capacity to demonstrate wellbeing … ’ (p. 131)	2: Resilience as indicator/identifier of wellbeing
Klusmann et al. (2008)	“ … teachers scoring high on resilience (i.e. who are better able to distance themselves from work and to adopt an active coping style that protects them against exogenous stressors) were expected to score higher on measures of well-being”. (p. 705)	1: Resilience and wellbeing related
Larson et al. (2018)	“Overall, ACHIEVER is grounded in a logic model that positions teacher resilience and well-being … ” (p. 63). “The ACHIEVER includes a total of eight resilience practices that have been independently linked to improved psychological and/or physical well-being … ” (p. 63)	1: Resilience and wellbeing equalised 4: Resilience (training) fosters wellbeing
Lester et al. (2020)	“Being provided with opportunities to participate in school decision-making … were found to be key protective organisational factors which promote job satisfaction, staff wellbeing and resilience (Gu and Day 2013; Konu, Viitanen, & Lintonen, 2010)”. (p. 4) “Emotional wellbeing inspires positive mental health by reducing depression, stress and anxiety, and increasing coping skills and resilience … ” (p. 4)	1: Wellbeing and resilience equallized 3: Wellbeing enhances resilience
Li, Gu, and He (2019)	‘Howard (2003) defined teacher resilience as “capacity to overcome personal vulnerabilities and environmental stressors, to be able to ‘bounce back’ in the face of potential risks, and to maintain well-being” (2003, p. 50).’ (p. 145)	4: Resilience leads to wellbeing
Lomas et al. (2017)	‘Secondary summary measures of interest were outcomes that pertain to mental health and wellbeing (e.g. compassion, empathy, emotional intelligence and regulation, resilience, and spirituality)’. (p. 135)	2: Resilience as indicator/identifier of wellbeing
Mahfouz (2018)	“ … the purpose of this paper is to explore the influence of Cultivating Awareness and Resilience in Education (CARE), a mindfulness-based professional development program, on the leadership and well-being of 13 school administrators”. (p. 602)	4: Resilience (training) leads to wellbeing
Mansfield et al. (2016)	“Teacher wellbeing is another important resilience-related outcome”. (p. 84)	4: Resilience leads to wellbeing
Margolis, Hodge, and Alexandrou (2014)	‘This article addresses the rise of the concept of “teacher resilience” as a means to promote well-being within teacher education … ’ (p. 391)	4: Resilience leads to wellbeing
McCallum et al. (2017)	“Teacher wellbeing is found to be impacted by a myriad of factors … Some of these significant factors are discussed in further depth in this review, namely: resilience … ” (p. 2)	4: Resilience leads to wellbeing
McKay and Barton (2018)	‘Awareness of personal and contextual factors that support resilience can help to improve teachers’ wellbeing and counter burnout.’ (p. 356)	4: Resilience leads to wellbeing
Noble and McGrath (2015)	“Resilience is considered an important indicator of wellbeing as illustrated in Huppert and So’s (2013) model of flourishing used to measure wellbeing of citizens in twenty-three European countries with 43,000 participants”. (p. 2)	2: Resilience as an indicator of wellbeing
Owen (2016)	“The research is also about building resilience to overcome challenges and to foster wellbeing, with the establishment of strong relationships being a key part of this process”. (p. 406)	4: Resilience leads to (overcome challenges leads to) wellbeing
Papatraianou and Le Cornu (2014)	“The relational connectedness … appeared to enhance the teachers’ general wellbeing. The importance of maintaining such social connections is consistent with research which discusses the significance of social relationships in enhancing overall resilience … ” (p. 106)	1: Resilience and wellbeing show similar relation to third concepts
Pretsch, Flunger, and Schmitt (2012)	“We suggest that resilience as a trait that actively fosters well-being is more important for the well-being of teachers than for the well-being of non-teaching employees”. (p. 322)	4: Resilience predicts wellbeing
Simmons et al. (2019)	“To be resilient speaks to the agency that allows us to influence the balance between resources and challenges and affords interactional spaces for effective teaching, which positively impacts well-being”. (p. 856)	4: Resilience leads to balance (challenges – resources) leads to wellbeing
Soini, Pyhältö, and Pietarinen (2010)	“Accordingly, pedagogical well-being could be seen as a crucial asset of teachers’ work-related resilience … ” (p. 737)	2: Wellbeing as an asset of resilience
Sullivan and Johnson (2012)	‘It further raises the question about employing authorities’ propensity to rely on early career teachers’ resilience – their capacity to adapt and cope despite being exposed to serious on-going threats to their wellbeing … ’ (p. 102)	2: Wellbeing as a part of the definition of resilience
Wells and Klocko (2018)	“Principal training in mindfulness … could not only mitigate principal stress but also support well-being and resilience”. (p. 168)	1: Mindfulness leads to wellbeing and resilience

*Note on Table 1: It should be noted that these examples are illustrative of the evidence we found in the papers for aligning wellbeing and resilience. The examples are not a comprehensive record of all evidence in each paper.

Key to groups: 1 = teacher wellbeing and teacher resilience as similar constructs; 2 = teacher resilience is a part, an indicator or a component of teacher wellbeing or teacher wellbeing is a part or indicator of teacher resilience; 3 = teacher wellbeing as a predictor of teacher resilience.; 4 = teacher resilience relevant for the maintenance and development of teacher wellbeing.

Acton, R., and P. Glasgow. 2015. “Teacher Wellbeing in Neoliberal Contexts: A Review of the Literature.” Australian Journal of Teacher Education 40 (8): 99–114. doi:https://doi.org/10.14221/ajte.2015v40n8.6.

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Ballantyne, J., and K. Zhukov. 2017. “A Good News Story: Early-career Music Teachers’ Accounts of Their “Flourishing” Professional Identities.” Teaching and Teacher Education 68: 241–251. doi:https://doi.org/10.1016/j.tate.2017.08.009.

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Beltman, S., M. R. Dobson, C. F. Mansfield, and J. Jay. 2019. “‘The Thing that Keeps Me Going’: Educator Resilience in Early Learning Settings.” International Journal of Early Years Education 1–16. doi:https://doi.org/10.1080/09669760.2019.1605885.

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Beltman, S., C. F. Mansfield, and A. Harris. 2016. “Quietly Sharing the Load? the Role of School Psychologists in Enabling Teacher Resilience.” School Psychology International 37 (2): 172–188. doi:https://doi.org/10.1177/0143034315615939.

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Beltman, S., C. F. Mansfield, and A. Price. 2011. “Thriving Not Just Surviving: A Review of Research on Teacher Resilience.” Educational Research Review 6 (3): 185–207. doi:https://doi.org/10.1016/j.edurev.2011.09.001.

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Birchinall, L., D. Spendlove, and R. Buck. 2019. “In the Moment: Does Mindfulness Hold the Key to Improving the Resilience and Wellbeing of Pre-Service Teachers?.” Teaching and Teacher Education 86: Article 102919. doi:https://doi.org/10.1016/j.tate.2019.102919

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