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Quantifying teacher resilience: Context matters
ARTICLE

, Faculty of Education, United Kingdom ; , Faculty of Health, United Kingdom

TATE Volume 82, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

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.

Citation

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. Retrieved October 20, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on April 14, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2019.03.012

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