937
Views
0
CrossRef citations to date
0
Altmetric
Research Article

Conceptualizing teacher resilience: a comprehensive framework to articulate the research field

ORCID Icon & ORCID Icon
Pages 105-117 | Received 29 Apr 2021, Accepted 13 Nov 2022, Published online: 09 Dec 2022

References

  • Beltman, S., Dobson, M. R., Mansfield, C. F., & Jay, J. (2019). ‘The thing that keeps me going’: Educator resilience in early learning settings. International Journal of Early Years Education, 28(4), 303–318. https://doi.org/10.1080/09669760.2019.1605885
  • Beltman, S., Mansfield, C. F., & Price, A. (2011). Thriving not just surviving: A review of research on teacher resilience. Educational Research Review, 6(3), 185–207. https://doi.org/10.1016/j.edurev.2011.09.001
  • Bobek, B. L. (2002). Teacher resiliency: A key to career longevity. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 75(4), 202–205. https://doi.org/10.1080/00098650209604932
  • Bowles, T., & Arnup, J. L. (2016). Early career teachers’ resilience and positive adaptive change capabilities. Australian Educational Researcher, 43(2), 147–164. https://doi.org/10.1007/s13384-015-0192-1
  • Bronfenbrenner, U., & Morris, P. A. (2007). The bioecological model of human development. In R.M Learner (Ed.), Handbook of Child Psychology (pp. 793–827). John Wiley & Sons, Inc. https://doi.org/10.1002/9780470147658.chpsy0114
  • Brunetti, G. J. (2006). Resilience under fire: Perspectives on the work of experienced, inner city high school teachers in the United States. Teaching and Teacher Education, 22(7), 812–825. https://doi.org/10.1016/j.tate.2006.04.027
  • Castro, A. J., Kelly, J., & Shih, M. (2010). Resilience strategies for new teachers in high-needs areas. Teaching and Teacher Education, 26(3), 622–629. https://doi.org/10.1016/j.tate.2009.09.010
  • Chang, M. L. (2009). An appraisal perspective of teacher burnout: Examining the emotional work of teachers. Educational Psychology Review, 21(3), 193–218. https://doi.org/10.1007/s10648-009-9106-y.
  • Clarà, M. (2015). Representation and emotion causation: A cultural psychology approach. Culture & Psychology, 21(1), 37–58. https://doi.org/10.1177/1354067X14568687
  • Clarà, M. (2017). Teacher resilience and meaning transformation: How teachers reappraise situations of adversity. Teaching and Teacher Education, 63, 82–89. http://dx.doi.org/10.1016/j.tate.2016.12.010
  • Clarà, M., & Mauri, T. (2010). Towards a dialectic relation between the results in CSCL: Three critical methodological aspects of content analysis schemes. International Journal of Computer-Supported Collaborative Learning, 5(1), 117–136. https://doi.org/10.1007/s11412-009-9078-4
  • Collie, R. J., & Martin, A. J. (2017). Teachers’ sense of adaptability: Examining links with perceived autonomy support, teachers’ psychological functioning, and students’ numeracy achievement. Learning and Individual Differences, 55, 29–39. https://doi.org/10.1016/j.lindif.2017.03.003
  • Day, C., & Gu, Q. (2013). Resilient teachers, resilient schools. Routledge. https://doi.org/10.4324/9780203578490
  • Dinham, J., Chalk, B., Beltman, S., Glass, C., & Nguyen, B. (2016). Pathways to resilience: How drawings reveal pre-service teachers’ core narratives underpinning their future teacher-selves. Asia-Pacific Journal of Teacher Education, 45(2), 126–144. https://doi.org/10.1080/1359866X.2016.1204424
  • Ebersöhn, L. (2014). Teacher resilience: Theorizing resilience and poverty. Teachers and Teaching: Theory and Practice, 20(5), 568–594. https://doi.org/10.1080/13540602.2014.937960
  • Ellison, D. W., & Mays-Woods, A. (2018). In the face of adversity: Four physical educator’s experiences of resilience in high-poverty schools. Physical Education and Sport Pedagogy, 24(1), 59–72. https://doi.org/10.1080/17408989.2018.1536201
  • Engeström, Y. (1987). Learning by Expanding. Cambridge University Press. https://doi.org/10.1017/CBO9781139814744
  • Farouk, S. (2010). Primary school teachers’ restricted and elaborated anger. Cambridge Journal of Education, 40(4), 353–368. https://doi.org/10.1080/0305764X.2010.526592
  • Fransson, G., & Frelin, A. (2016). Highly committed teachers: What makes them tick? A study of sustained commitment. Teachers and Teaching: Theory and Practice, 22(8), 896–912. https://doi.org/10.1080/13540602.2016.1201469
  • Frenzel, A. C., Fiedler, D., Marx, A. K. G., Reck, C., & Pekrun, R. (2020). Who enjoys teaching, and when? between- and within-person evidence on teachers’ appraisal-emotion links. Frontiers in Psychology, 11, 1–14. https://doi.org/10.3389/fpsyg.2020.01092
  • Greenfield, B. (2015). How can teacher resilience be protected and promoted? Educational and Child Psychology, 32(4), 52–68.
  • Gu, Q. (2014). The role of relational resilience in teachers career-long commitment and effectiveness. Teachers and Teaching: Theory and Practice, 20(5), 502–529. http://dx.doi.org/10.1080/13540602.2014.937961
  • Gu, Q., & Day, C. (2007). Teachers resilience: A necessary condition for effectiveness. Teaching and Teacher Education, 23(8), 1302–1316. https://doi.org/10.1016/j.tate.2006.06.006
  • Gu, Q., & Li, Q. (2013). Sustaining resilience in times of change: Stories from Chinese teachers. Asia-Pacific Journal of Teacher Education, 41(3), 288–303. https://doi.org/10.1080/1359866X.2013.809056
  • Hong, J. Y. (2010). Pre-service and beginning teachers’ professional identity and its relation to dropping out of the profession. Teaching and Teacher Education, 26(8), 1530–1543. https://doi.org/10.1016/j.tate.2010.06.003
  • Hong, J. Y. (2012). Why do some beginning teachers leave the school, and others stay? Understanding teacher resilience through psychological lenses. Teachers and Teaching: Theory and Practice, 18(4), 417–440. https://doi.org/10.1080/13540602.2012.696044
  • Howard, S., & Johnson, B. (2004). Resilient teachers: Resisting stress and burnout. Social Psychology of Education, 7(4), 399–420. https://doi.org/10.1007/s11218-004-0975-0
  • Jennings, P. A., Brown, J. L., Frank, J. L., Doyle, S., Oh, Y., Davis, R., Rasheed, D., DeWeese, A., DeMauro, A. A., Cham, H., & Greenberg, M. T. (2017). Impacts of the CARE for teachers program on teachers’ social and emotional competence and classroom interactions. Journal of Educational Psychology, 109(7), 1010–1028. https://doi.org/10.1037/edu0000187
  • Johnson, B., & Down, B. (2013). Critically re-conceptualising early career teacher resilience. Discourse: Studies in the Cultural Politics of Education, 34(5), 703–715. https://doi.org/10.1080/01596306.2013.728365
  • Johnson, B., Down, B., Le Cornu, R., Peters, J., Sullivan, A., Pearce, J., & Hunter, J. (2014). Promoting early career teacher resilience: A framework for understanding and acting. Teachers and Teaching: Theory and Practice, 20(5), 530–546. https://doi.org/10.1080/13540602.2014.937957
  • Kangas-Dick, K., & O’Shaughnessy, E. (2020). Interventions that promote resilience among teachers: A systematic review of the literature. International Journal of School and Educational Psychology, 8(2), 131–146. https://doi.org/10.1080/21683603.2020.1734125
  • Lasky, S. (2005). A sociocultural approach to understanding teacher identity, agency and professional vulnerability in a context of secondary school reform. Teaching and Teacher Education, 21(8), 899–916. https://doi.org/10.1016/j.tate.2005.06.003
  • Lazarus, R. S. (2006). Emotions and interpersonal relationships: Toward a person-centered conceptualization of emotions and coping. Journal of Personality, 74(1), 9–46. https://doi.org/10.1111/j.1467-6494.2005.00368.x
  • Le Cornu, R. (2013). Building early career teacher resilience: The role of relationships. Australian Journal of Teacher Education, 38(4). https://doi.org/10.14221/ajte.2013v38n4.4
  • Leroux, M., & Théorêt, M. (2014). Intriguing empirical relations between teachers’ resilience and reflection on practice. Reflective Practice, 15(3), 289–303. https://doi.org/10.1080/14623943.2014.900009
  • Mansfield, C. F., Beltman, S., Broadley, T., & Weatherby-Fell, N. (2016). Building resilience in teacher education: An evidence informed framework. Teaching and Teacher Education, 54, 77–87. http://dx.doi.org/10.1016/j.tate.2015.11.016
  • Mansfield, C. F., Beltman, S., & Price, A. (2014). ‘I'm coming back again!’ The resilience process of early career teachers. Teachers and Teaching: Theory and Practice, 20(5), 547–567. https://doi.org/10.1080/13540602.2014.937958
  • McCarthy, C. J., Lambert, R. G., Lineback, S., Fitchett, P., & Baddouh, P. G. (2016). Assessing teacher appraisals and stress in the classroom: Review of the classroom appraisal of resources and demands. Educational Psychology Review, 28(3), 577–603. https://doi.org/10.1007/s10648-015-9322-6
  • Morettini, B., Luet, K., & Vernon-Dotson, L. (2020). Building beginning teacher resilience: Exploring the relationship between mentoring and contextual acceptance. Educational Forum, 84(1), 48–62. https://doi.org/10.1080/00131725.2020.1679933
  • Pajares, F. 1996. Self-Efficacy beliefs in academic settings. Review of Educational Research 66: 4 543–578. http://ejournals.ebsco.com/direct.asp?ArticleID=47529F3EAAEA9AE6F1ED
  • Papatraianou, L. H., & Le Cornu, R. (2014). Problematising the role of personal and professional relationships in early career teacher resilience. Australian Journal of Teacher Education, 39(1), 100–116. https://doi.org/10.14221/ajte.2014v39n1.7
  • Papatraianou, L. H., Strangeways, A., Beltman, S., & Schuberg Barnes, E. (2018). Beginning teacher resilience in remote Australia: A place-based perspective. Teachers and Teaching: Theory and Practice, 24(8), 893–914. https://doi.org/10.1080/13540602.2018.1508430
  • Pearce, J., & Morrison, C. (2011). Teacher identity and early career resilience: Exploring the links. Australian Journal of Teacher Education, 36(1), 48–59. https://doi.org/10.14221/ajte.2011v36n1.4
  • Pretsch, J., Flunger, B., & Schmitt, M. (2012). Resilience predicts well-being in teachers, but not in non-teaching employees. Social Psychology of Education, 15(3), 321–336.
  • Schelvis, R. M. C., Zwetsloot, G. I. J. M., Bos, E. H., & Wiezer, N. M. (2014). Exploring teacher and school resilience as a new perspective to solve persistent problems in the educational sector. Teachers and Teaching: Theory and Practice, 20(5), 622–637. https://doi.org/10.1080/13540602.2014.937962
  • Schwarze, J., & Wosnitza, M. (2018). How does apprentice resilience work? In M. Wosnitza, F. Peixoto, S. Beltman, & C. Mansfield (Eds.), Resilience in education: Concepts, contexts and connections (pp. 35–51). Springer.
  • Shen, B., McCaughtry, N., Martin, J., Garn, A., Kulik, N., & Fahlman, M. (2015). The relationship between teacher burnout and student motivation. British Journal of Educational Psychology, 85(4), 519–532. https://doi.org/10.1111/bjep.12089
  • Skaalvik, E. M., & Skaalvik, S. (2011). Teacher job satisfaction and motivation to leave the teaching profession: Relations with school context, feeling of belonging, and emotional exhaustion. Teaching and Teacher Education, 27(6), 1029–1038. https://doi.org/10.1016/j.tate.2011.04.001
  • Skinner, E., & Beers, J. (2016). Mindfulness and teachers’ coping in the classroom: A developmental model of teacher stress, coping, and everyday resilience. In K. A. Schonert-Reichl & R. W. Roeser (Eds), Handbook of Mindfulness in Education (pp. 99–118). Sripnger. https://doi.org/10.1007/978-1-4939-3506-2_7
  • Spilt, J. L., Koomen, H. M. Y., & Thijs, J. T. (2011). Teacher Wellbeing: The Importance of Teacher-Student Relationships. Educational Psychology Review, 23(4), 457–477. https://doi.org/10.1007/s10648-011-9170-y
  • Tait, M. (2008). Resilience as a contributor to novice teacher success, commitment, and retention. Teacher Education Quarterly, 35, 57–75. https://www.jstor.org/stable/23479174
  • Taylor, J. L. (2013). The power of resilience: A theoretical model to empower, encourage and retain teachers. The Qualitative Report, 18(70), 1–25. http://www.nova.edu/ssss/QR/QR18/taylor70.pdf
  • Tschannen-Moran, M., Hoy, A. W., & Hoy, W. K. (1998). Teacher Efficacy: Its meaning and measure. Review of Educational Research, 68(2), 202–248. https://doi.org/10.3102/00346543068002202
  • Van Veen, K., Sleegers, P., & van de Ven, P. H. (2005). One teacher’s identity, emotions, and commitment to change: A case study into the cognitive-affective processes of a secondary school teacher in the context of reforms. Teaching and Teacher Education, 21(8), 917–934. https://doi.org/10.1016/j.tate.2005.06.004
  • Vygotsky, L. S. (1997). The Collected Works of L.S. Vygotsky (Volume 3): Problems of the theory and history of psychology (R. W. Rieber & J. Wollock, Eds.). Plenum. https://doi.org/10.1007/978-1-4615-5893-4_17
  • Wang, H., & Hall, N. C. (2018). A systematic review of teachers’ causal attributions: Prevalence, correlates, and consequences. Frontiers in Psychology, 9, 1–22. https://doi.org/10.3389/fpsyg.2018.02305
  • Wosnitza, M., Peixoto, F., Beltman, S., & Mansfield, C. F. (Eds.). (2018). Resilience in education: Concepts, contexts and connections. Springer. https://doi.org/10.1007/978-3-319-76690-4
  • Yoo, J. (2011). Revisiting and rewriting early career encounters: Reconstructing one “Identity Defining” moment. Australian Journal of Teacher Education, 36(3), 63–78. https://ro.ecu.edu.au/ajte/vol36/iss3/6/

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.