Quantifying teacher resilience: Context matters

Ainsworth, Steph and Oldfield, Jeremy ORCID: https://orcid.org/0000-0002-7518-118X (2019) Quantifying teacher resilience: Context matters. Teaching and Teacher Education, 82. pp. 117-128. ISSN 0742-051X

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Official URL: https://doi.org/10.1016/j.tate.2019.03.012

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.

Item Type:	Article
Peer-reviewed:	Yes
Date Deposited:	16 Apr 2019 09:22
Publisher:	Elsevier
Additional Information:	This is an Author Accepted Manuscript of a paper accepted for publication in Teaching and Teacher Education, published by and copyright Elsevier.
Divisions:	Faculties > Health and Education
Subject terms:	resilience, teachers, risk, positive adaptation, wellbeing, job satisfaction, burnout, 1303 Specialist Studies in Education, 1302 Curriculum and Pedagogy, Education
URI:	https://e-space.mmu.ac.uk/id/eprint/622791
DOI:	https://doi.org/10.1016/j.tate.2019.03.012
ISSN	0742-051X

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