Teachers’ Resilience: Conceived, Perceived or Lived-in

Abstract

Schools in Western countries are places where work-related conditions lead to teacher disaffection and attrition. To mitigate this employers and scholars advocate fostering teacher resilience. This chapter presents a critical examination of teacher resilience. Originally conceived as a personal trait, later research showed human resilience is an attribute that can be developed. Resilience is one's ability to manage stressors and maintain adaptive functioning across all domains of life. Latterly, scholars investigated resilience in teachers, mainly through qualitative or quantitative self-report studies. This research constitutes perceived teacher resilience, because as formulated, teacher resilience is conceptually flawed, limited in scope, based on teachers' functioning within their professional lives. We do not know what constitutes long-serving teachers' actual, lived-in resilience: what enables teachers to maintain their wellbeing and effectiveness in the classroom, reflecting human resilience as originally conceived. For an accurate profile of teacher resilience we must study those still teaching, and teachers who have exited the profession to determine why they left. Perhaps exiting the profession signals a resilient person who does not accept working conditions that do not support wellbeing or teaching effectiveness. Perhaps 'teacher resilience' is inaccurately used in the context of teacher attrition and disaffection.

Understand teacher resilience. A systematic look

“…Ability to turn misfortunes into successes. Boon (2020) DR is characterized by job satisfaction, commitment, effective teaching, motivation, well-being, and a sense of professional identity Source: self-made From the previous considerations, theoretically we can affirm that:…”

“…Regarding the search for information regarding the characteristics of resilient teachers, the following stand out the sense of humor, self-esteem, introspection, confidence, creativity, seeking help, problem-solving, updating, interest in technology, empathy, optimism, and motivation (Benard, 1991;Boon, 2020;Castro et al, 2010;Harris, 2021;Mansfield et al, 2016).…”

“…191 -It is beneficial for the teacher since the deterioration produced by stress in teaching can be reduced. Boon (2020) argues that personal factors considered important in developing teacher resilience include:…”

Entender la resiliencia docente. Una mirada sistemática

“…Habilidad de convertir las desgracias en éxitos. Boon (2020) La RD es caracterizada por la satisfacción laboral, el compromiso, la eficacia de la enseñanza, la motivación, el bienestar y el sentido de identidad profesional Fuente: elaboración propia De las consideraciones anteriores, teóricamente podemos afirmar que: La resiliencia docente es la capacidad, proceso y manejo de cualidades o habilidades positivas que abarcan la dimensión emocional, motivacional y social del docente.…”

“…En torno a la búsqueda de información respecto a las características de los docentes resilientes se destaca: sentido del humor, autoestima, introspección, confianza, creatividad, búsqueda de ayuda, resolución de problemas, actualización, interés en la tecnología, empatía, optimismo y motivación (Benard, 1991;Boon, 2020;Castro et al, 2010;Harris, 2021;Mansfield et al, 2016).…”