“I Feel Like Nothing Else Will Ever Be This Hard”: The Dimensions of Teacher Resilience during the COVID-19 Pandemic

Lemon, Narelle; McDonough, Sharon

doi:10.1080/00131725.2023.2178564

Cited by 3 publications

(3 citation statements)

References 21 publications

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“…Such initiatives can focus on system-level implementation and maintenance of wellbeing interventions over time (Fazel et al, 2014) applying a holistic approach (Higgins & Goodall, 2021;McCallum, 2021;Powietrzynska et al, 2021) that clearly 'identifies inhibiting and enabling strategies' (McCallum & Price, 2010, p. 19). Such effective approaches focus on scaffolding reflective practice and the building of relationships (Lemon & McDonough, 2023;McDonough & Lemon, 2022;Murphy et al, 2021).…”

Section: Professional Developmentmentioning

confidence: 99%

“…The term work-life balance refers to an appropriate balance between one's personal life and professional agenda (Kelliher et al, 2019). Teachers' work often involves long work hours, high work intensity and work overload (Abdulaziz et al, 2022;Lemon & McDonough, 2023). In a study of Saudi Arabian teachers' work-life balance and work overload Abdulaziz et al (2022) found that poor work-life balance and work overload resulted in teacher fatigue and lower levels of organisational commitment.…”

Section: Workload and Work-life Balancementioning

confidence: 99%

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Unravelling the wellbeing needs of Australian teachers: a qualitative inquiry

Lemon,

Turner

2024

Aust. Educ. Res.

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The declining wellbeing of Australian teachers is a longstanding problem, with much attention on retention, stress, burnout, and poor resourcing and conditions that impact wellbeing. Additionally, the COVID-19 pandemic has further illuminated these challenges. This qualitative study aimed to explore Australian teachers’ perceptions of their wellbeing needs with a focus on asking the questions that are often not asked—what is working, what are we learning, and how can we move forward to support teacher wellbeing? The voices of teachers revealed findings that support a much-needed shift in teacher wellbeing rhetoric in Australia. We illuminate five key areas that influence teacher and sector perceptions of wellbeing: (1) school leadership, (2) professional development, (3) workload and work-life balance, (4) relationships, and (5) stress, positive emotions, and accomplishment. These findings contribute to the need for a change in how teacher wellbeing is approached and highlight the possible implications of what is working, needs, barriers, and insights for preservice teacher education and professional development of teachers.

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Section: Professional Developmentmentioning

confidence: 99%

Section: Workload and Work-life Balancementioning

confidence: 99%

Unravelling the wellbeing needs of Australian teachers: a qualitative inquiry

Lemon,

Turner

2024

Aust. Educ. Res.

Self Cite

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“…Chaos erupted in that familiar environment as teachers transitioned to various forms of virtual instruction in response to COVID mitigation efforts. The once familiar classroom, and its associated professional practice, became an arena of uncertainty in which teachers were forced to adopt unfamiliar pedagogies and new forms of student interaction (Lemon & McDonough, 2023). According to Taleb's (2012) premise, fragility is based on how well an entity (e.g.…”

Section: Introductionmentioning

confidence: 99%

Risk takers: PDS partners developing and sustaining antifragile teachers

Jones,

Rogers,

Rogers

et al. 2023

SUP

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PurposeThe ever-changing educational landscape, exacerbated by recent events surrounding COVID, political and cultural unrest, necessitates educators who are antifragile, able to withstand pressures and thrive amidst uncertainty. To this end, the pilot study reported here aims to examine mathematics educators’ initial reflections on what it means to be a risk-taker in the classroom, what prevents them from engaging in instructional risks and what would support their instructional risk-taking.Design/methodology/approachThe pilot study utilized interviews with participants, including four pre-service teachers who were enrolled at the university and seven in-service teachers who were employed on active PDS campuses within the school district.FindingsPreliminary findings suggest teacher beliefs concerning risk-taking, the barriers to engaging in such behaviors and the support needed to be able to take instructional risks. Results highlight the role of school–university partnerships in cultivating a culture of risk-taking through active collaboration and dialogue.Research limitations/implicationsThese findings have important implications for universities and PDS partners engaged in preparing teachers for an educational field that is unpredictable and continually changing. Additional research should be completed in varying PDS settings.Practical implicationsFindings highlight the role of school–university partnerships in cultivating a culture of risk-taking through active collaboration and dialogue.Originality/valueEducators are currently faced with an unprecedented instructional landscape. Antifragile, risk-taking teachers are needed who are adaptable and innovative, thus better equipped to enter the challenging and uncertain realities of education.

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Teacher workload and the organisation of work: a research agenda for a post-pandemic future

Gavin,

McGrath-Champ

2024

Labour and Industry

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“I Feel Like Nothing Else Will Ever Be This Hard”: The Dimensions of Teacher Resilience during the COVID-19 Pandemic

Cited by 3 publications

References 21 publications

Unravelling the wellbeing needs of Australian teachers: a qualitative inquiry

Unravelling the wellbeing needs of Australian teachers: a qualitative inquiry

Risk takers: PDS partners developing and sustaining antifragile teachers

Teacher workload and the organisation of work: a research agenda for a post-pandemic future

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