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    Thriving not just surviving: A review of research on teacher resilience

    Access Status
    Fulltext not available
    Authors
    Beltman, Susan
    Mansfield, C.
    Price, A.
    Date
    2011
    Type
    Journal Article
    
    Metadata
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    Citation
    Beltman, Susan and Mansfield, Caroline and Price, Anne. 2011. Thriving not just surviving: A review of research on teacher resilience. Educational Research Review. 6: pp. 185-207.
    Source Title
    Educational Research Review
    DOI
    10.1016/j.edurev.2011.09.001
    ISSN
    1747938X
    School
    School of Education
    URI
    http://hdl.handle.net/20.500.11937/40279
    Collection
    • Curtin Research Publications
    Abstract

    Retaining teachers in the early stages of the profession is a major issue of concern in many countries. Teacher resilience is a relatively recent area of investigation which provides a way of understanding what enables teachers to persist in the face of challenges and offers a complementary perspective to studies of stress, burnout and attrition. We have known for many years that teaching can be stressful, particularly for new teachers, but little appears to have changed. This paper reviews recent empirical studies related to the resilience of early career teachers. Resilience is shown to be the outcome of a dynamic relationship between individual risk and protective factors. Individual attributes such as altruistic motives and high self-efficacy are key individual protective factors. Contextual challenges or risk factors and contextual supports or protective factors can come from sources such as school administration, colleagues, and pupils. Challenges for the future are to refine conceptualisations of teacher resilience and to develop and examine interventions in multiple contexts. There are many opportunities for those who prepare, employ and work with prospective and new teachers to reduce risk factors and enhance protective factors and so enable new teachers to thrive, not just survive.

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