Quantifying teacher resilience: Context matters
Steph Ainsworth, Faculty of Education, United Kingdom ; Jeremy Oldfield, Faculty of Health, United Kingdom
TATE Volume 82, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd
Previous research has identified individual and contextual level factors that may promote resilience in teachers; however, little is known about their relative importance in predicting measures of positive adaptation. Questionnaire data were collected from 226 UK teachers. Relative importance analyses identified a number of significant predictors of job satisfaction, burnout, and wellbeing. The results suggest that contextual influences on teachers' ability to thrive within the profession are just as important as individual factors. Any intervention designed to develop teacher resilience should therefore focus on improving the professional environment as well as looking at ways to enhance teachers’ personal resources.
Ainsworth, S. & Oldfield, J. (2019). Quantifying teacher resilience: Context matters. Teaching and Teacher Education: An International Journal of Research and Studies, 82(1), 117-128. Elsevier Ltd.