ABSTRACT
Teaching is challenging and has long been vexed by teacher stress, burnout, and attrition. Framing through a positive perspective, this paper investigates teacher resilience to a form of structural challenge, that is, neoliberalism. The paper quantitatively models the resilience process of a sample of 2219 Chinese inclusive education teachers who develop professional competence and manage burnout despite the structural constraints brought about by neoliberalism. The analysis highlights the role of teacher agency in the resilience process. The paper calls for proactive policy and research response to the neoliberal tendency that deprofessionalises teachers.
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Notes on contributors
Guanglun Michael Mu
Guanglun Michael Mu is a sociologist of education. His current research revolves around building resilience through a sociological lens.
Yan Wang
Yan Wang is a teacher educator, with particular expertise in inclusive teacher education.
Nan Zhu
Nan Zhu has expertise in special teacher education, learning disabilities, and assessment of children's special education needs.
Dan Zhou
Dan Zhou specialises in inclusive teacher education and higher education of people with disabilities.