How Does Apprentice Resilience Work?

Schwarze, Jennifer; Wosnitza, Marold

doi:10.1007/978-3-319-76690-4_3

Cited by 14 publications

(13 citation statements)

References 40 publications

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“…In line with this exploration (and a feminist paradigm), I drew from constructivist and ecological perspectives in that I assumed that resilience and identity were informed and formed by context at multiple levels (Bronfenbrenner, 1977) and through multiple socially-mediated processes, both inter-and intrapersonally (Vygotsky, 1978). This theoretical model has been widely used in teacher resilience research (e.g., Gu, 2018;Mansfield, Beltman, Price, & McConney, 2012;Schwarze & Wosnitza, 2018). Gu (2018) advocated for this socio-ecological approach to studying teachers' resilience as a means of emphasizing the "impact of multilevel contexts on the growth and development of teachers over the course of their professional lives, especially in terms of their capacity to maintain a sense of commitment and agency in the everyday worlds in which they teach" (p. 19).…”

Section: Theoretical Orientationmentioning

confidence: 99%

“…Appraisal style. Appraisal style has been suggested as driving the process through which internal and external resources are commandeered to enact resilience (Schwarze & Wosnitza, 2018). Mansfield et al (2012) suggested that new teachers associated characteristics related to appraisal style with resilience in experienced teachers.…”

Section: Psychological Resiliencementioning

confidence: 99%

“…Feedback from the women who took part in the qualitative PNI groups was particularly significant as it indicated the potential usefulness of extrawork teacher groups as one means of bolstering teachers' wellness. As teacher resilience is so significantly mediated by contextual and interpersonal factors Day & Gu, 2014;Ebersöhn, 2014;Gu, 2018;Gu & Day, 2013), strong support networks comprised of people who understand the challenges inherent in the work of teaching are vital resources for resilient teachers (Compton, 2010;Gu, 2018;Gu & Day, 2013;Howard & Johnson, 2004;Le Cornu, 2013;Schwarze, 2018). By providing even the limited opportunity for teacher/mothers to meet and work through emotion-laden stories alongside colleagues as was provided by the PNI groups, it was evident that there is potential for similar meetings to be useful in augmenting teacher wellness by helping to build the aforementioned dedicated support network.…”

Section: Recommendations For Reinforcing Teacher Resiliencementioning

confidence: 99%

“…This fits within the P-E model's assumptions that it is not any specific feature of an environment that leads to strain, but a person's appraisals of the various features and her/his sense that s/he has the resources to capably deal with them (French, et al, 1982). A link between appraisal style and resilience has already been established (e.g., Schwarze, 2018).…”

Section: A Best-fit Model Of Occupational Healthmentioning

confidence: 99%

“…This survey also helped the researcher to identify teachers who were amenable to taking part in one-on-one interviews, which followed the completion of the survey portion of the data collection. In work contexts as they develop and increase their resilience, as well as their need for continued support from school and district administrations as they do so Schwarze and Wosnitza (2018). noted a similarly important reliance on both internal and external processes for…”

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confidence: 99%

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"Like being pecked to death by a chicken": Resilience and work-family equilibrium in teacher/mothers.

Giroux¹

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Teachers are helping professionals for whom caring work is a significant aspect of the job. Conflicts between work and family demands arise from various antecedent work, home, and personal features and have been linked to negative effects on mental health and quality of life, as well as increased rates of burnout. This research investigated whether mothers and nonmothers differ in their reported experiences of wellness at work and home. Using teachers as a proxy for helping professionals, this research used mixed methods to explore whether there might be observable differences between the experiences of women who are parents with children at home, compared to those who are child-free. A sample of British Columbia teachers (n = 182) was surveyed to seek quantifiable within-profession differences in measures of stress, work/life conflicts, and/or resilience between groups of K-12 teachers, based on whether or not they had children at home. These surveys also provided opportunities for participants to share stories of challenging experiences and the resilience strategies they used to work through them. A subsample of the survey group of teacher/mothers analyzed and made sense of the collected stories in light of the quantitative results and their own experiences as part of the process of Participatory Narrative Inquiry (PNI), which comprised the qualitative portion of this research and resulted in suggestions of many strategies. Statistically, it appears parent and non-parent teachers may differ only in the greater extent to which the former report family demands to interfere with the time and effort they can spend at or on work. In general, teachers reported similar challenges regardless of whether they were mothers and may use similar resilience strategies (such as self-efficacy) to support them in their caring work. Formal elucidation of these strategies may facilitate the translation of this research into meaningful supports and strategies to facilitate equilibrium between work and home for all helping professionals.

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Section: Theoretical Orientationmentioning

confidence: 99%

Section: Psychological Resiliencementioning

confidence: 99%

Section: Recommendations For Reinforcing Teacher Resiliencementioning

confidence: 99%

Section: A Best-fit Model Of Occupational Healthmentioning

confidence: 99%

mentioning

confidence: 99%

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"Like being pecked to death by a chicken": Resilience and work-family equilibrium in teacher/mothers.

Giroux¹

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A preliminary comparison study of teachers' resilience in Greece and Poland

Boczkowska,

Daniilidou,

Platsidou

2024

Psychology in the Schools

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This study aimed to assess the applicability of the Teachers' Resilience Scale (TRS) among Greek and Polish teachers and explore whether nationality and sociodemographic factors influence teachers' engagement with resilience protective factors. A total of 1622 teachers participated, providing TRS responses and sociodemographic information. Greek and Polish teachers exhibited similar assessments of protective factors, except for Social Competence and Peer Support, where Greek teachers scored higher. Greek teachers also reported higher overall resilience scores than Polish teachers. Gender differences were observed, with women scoring higher in Personal Competencies and Persistence than men. Marital status influenced Social Skills and Peer Support and Family Cohesion, favoring those married and/or in relationships. Additionally, teachers in primary and secondary education reported higher scores in Personal Competencies and Persistence compared to kindergarten teachers. These findings contribute to understanding how individuals and social groups, despite facing diverse adversities, tend to employ similar strategies to bolster and safeguard their resilience.

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