Committed for Life? Variations in Teachers' Work, Lives and Effectiveness

Day, Christopher; Sammons, Pam; Gu, Qing; Kington, Alison; Stobart, Gordon

doi:10.1007/978-90-481-2358-2_4

Cited by 86 publications

(133 citation statements)

References 19 publications

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“…Given that teachers' work involves interaction with students and colleagues, it was surprising that the 32 social aspects of teaching were least frequently mentioned. Social support from colleagues and family has been thought important in teacher resilience (Day, 2008; 2004) yet building support was only mentioned by 7% of our participants. What does feature in this current study is the resilient teacher's capacity to seek help and take advice (15%).…”

Section: The Four Dimensional Framework Of Teacher Resiliencementioning

confidence: 94%

“…The drop in efficacy was hypothesised as occurring because novice teachers underestimated the complexity of teaching and were disappointed with the "gap between the standards they have set for themselves and their own performance" (p.353). The UK VITAE project described different stages of professional teaching careers (Day, 2008), then examined each stage in detail, finding different types of teachers within each stage in relation to their identity, motivation, commitment, and effectiveness (Sammons, et al, 2007). For example, in the first Professional Life Phase during the first three years of teaching there were two subgroups with a developing or reduced sense of efficacy.…”

Section: Perceptions Of Teacher Resilience and Career Stagementioning

confidence: 99%

“…Such factors include mentor support for new teachers (Smith & Ingersoll, 2004;Sumsion, 2003), school and administrative support (Day, 2008;Fantilli & McDougall, 2009), support of peers and colleagues (Le Cornu, 2009;Warshauer Freedman & Appleman, 2008) and support of family and friends (Howard & Johnson, 2004;Yates, Pelphrey, & Smith, 2008). Although specific teaching contexts are not the prime focus of this paper, the research on the role of context in providing affordances or constraints for resilience development may influence how resilient teachers are perceived.…”

mentioning

confidence: 99%

See 2 more Smart Citations

“Don’t sweat the small stuff:” Understanding teacher resilience at the chalkface

Mansfield

Beltman

Price

et al. 2012

Teaching and Teacher Education

254

187

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Section: The Four Dimensional Framework Of Teacher Resiliencementioning

confidence: 94%

Section: Perceptions Of Teacher Resilience and Career Stagementioning

confidence: 99%

mentioning

confidence: 99%

See 1 more Smart Citation

“Don’t sweat the small stuff:” Understanding teacher resilience at the chalkface

Mansfield

Beltman

Price

et al. 2012

Teaching and Teacher Education

254

187

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show abstract

“…There is abundant evidence in the educational literature which shows that in-school management support for their learning and development, leadership trust and positive feedback from parents and pupils are key positive influences on teachers' motivation and resilience (e.g. Huberman, 1993;Webb et al, 2004;Brunetti, 2006;Leithwood et al, 2006;Day et al, 2007;Castro et al, 2010;Meister and Ahrens, 2011). Empirical evidence on how successful principals mediate the negative influences of macro-level policy contexts and meso-level external school intake contexts and through this, create a positive school culture which nurtures teachers' capacity for learning and development is also strong and evident (Leithwood et al, 2006;Day and Leithwood, 2007;Gu et al, 2008;Robinson et al, 2009;Leithwood et al, 2010;Sammons et al, 2011;Gu and Johansson, 2013).…”

Section: What We Already Knowmentioning

confidence: 99%

“…3) Teacher-student relations: Making a difference to the lives of children draw many teachers into the profession (Hansen, 1995;OECD, 2005;Day et al, 2007). For many teachers in different phases of their professional lives, good rapport with the students continues to be central to their sense of fulfilment and commitment.…”

Section: ) Teacher-leader Relationsmentioning

confidence: 99%

The role of relational resilience in teachers’ career-long commitment and effectiveness

2014

Teachers and Teaching

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130

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At a time when the contemporary landscape of teaching is populated with successive and persisting government policy reforms that have increased teachers' external accountabilities, work complexity and emotional workload, understanding why and how many teachers are able to sustain their capacity to be resilient and continue to work for improvement is an important quality retention issue. The purpose of this paper is to build upon but take further current understanding of resilience in teachers by exploring in greater depth the nature of resilience in teachers as a relational concept and the ways in which it may be related to the learning and achievement of their pupils. The empirical basis of the paper draws upon analyses of twice yearly semi-structured face-to-face interview data from 300 teachers in different phases of their careers in 100 primary and secondary schools in England over a consecutive three year period. Through these analyses, the paper contributes additional empirical evidence to the emerging but still limited literature on the factors which influence teachers' capacity to be resilient. The paper concludes with a consideration of the implication of the findings for the quality retention of teachers.

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Teacher victimization and teachers' subjective well‐being: Does school climate matter?

Yang

Chan

Nickerson

et al. 2022

Aggressive Behavior

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Guided by the job demands‐resources model, we examined the multilevel associations between victimization experience with student violence directed against teachers, school climate, and teachers' subjective well‐being (i.e., school connectedness and teaching efficacy) among 1711 teachers (7th–12th grade) from 58 middle and high schools in China. Hierarchical linear modeling analyses revealed that teachers who reported more frequent teacher victimization perceived a lower level of teaching efficacy; however, teachers in schools with a higher level of teacher victimization scores at the school level perceived a higher level of teaching efficacy. Although school climate was positively related to teacher well‐being at both teacher and school levels, the negative association between teacher victimization and teachers' subjective well‐being at the teacher level was exacerbated in schools with a more positive school climate at the school level. The significant cross‐level moderating effect of school‐level school climate in the association between teacher‐level victimization and subjective well‐being was consistent with the "healthy context paradox" but contradicted with the "emotion contagion hypothesis.” Our findings support the risk influence of teacher victimization and the promotive role of positive school climate on teachers' subjective well‐being. Our results also indicate that teachers in schools with a more positive and collective perception of school climate tend to be more attuned to the negative influences of teacher victimization on their subjective well‐being than teachers in schools with a less positive and collective perception of school climate.

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Committed for Life? Variations in Teachers' Work, Lives and Effectiveness

Cited by 86 publications

References 19 publications

“Don’t sweat the small stuff:” Understanding teacher resilience at the chalkface

“Don’t sweat the small stuff:” Understanding teacher resilience at the chalkface

The role of relational resilience in teachers’ career-long commitment and effectiveness

Teacher victimization and teachers' subjective well‐being: Does school climate matter?

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