‘The thing that keeps me going’: educator resilience in early learning settings

Beltman, Susan; Dobson, Madeleine; Mansfield, Caroline; Jay, Jenny

doi:10.1080/09669760.2019.1605885

Cited by 21 publications

(12 citation statements)

References 24 publications

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“…Thus a call has been made across a number of occupational fields, including teaching, to build employees' resilience (e.g. Blincoe and Grant 2019;Grant and Kinman 2014;Harrington 2018;Mansfield et al 2018;Beltman et al 2019;Castro et al 2010;Gu, and Day 2007). The call essentially means that teachers must become resilient to increase their tolerance for difficult work conditions.…”

Section: Introductionmentioning

confidence: 99%

Teachers’ Resilience: Conceived, Perceived or Lived-in

Boon

2020

Cultivating Teacher Resilience

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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.

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Section: Introductionmentioning

confidence: 99%

Teachers’ Resilience: Conceived, Perceived or Lived-in

Boon

2020

Cultivating Teacher Resilience

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“…Burnout indicates that an individual has limited emotional and physical resources, that stressful work situations deplete these resources, and that when these resources are depleted, the individual, in this case, the teacher, is no longer able to function adequately [ 2 , 3 ]. Since burnout is an individual’s response, to remediate it, a person’s capacity to cope and adapt to challenging work needs to be fostered [ 4 , 5 ]. Thus, a call has been issued across a variety of occupational domains, including education, to increase employee resilience.…”

Section: Introductionmentioning

confidence: 99%

How Do Self-Esteem, Dispositional Hope, Crisis Self-Efficacy, Mattering, and Gender Differences Affect Teacher Resilience during COVID-19 School Closures?

Baguri

Roslan

Hassan

et al. 2022

IJERPH

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(1) Background: The closure of schools and the transition to online teaching because of the COVID-19 pandemic’s restrictions have resulted in significant changes in the workplace. Consequently, several resilience strategies have been implemented, and chief among them focus on the topic of burnout and coping abilities; (2) Purpose: Thus, this study investigates the influence of self-esteem, dispositional hope, and mattering on teacher resilience, and how crisis self-efficacy and gender differences mediate and moderate the relationships among associated variables. (3) Methods: This is a cross-sectional study with a cluster random sampling. A total of 248 secondary school teachers in Malaysia participated in this study. Questions were first transferred and formatted using a template of a commercial internet survey provider. Then, the university’s online learning platform was used both as a questionnaire distribution channel and a data collection method. Data analysis was conducted using structural equation modeling (SEM) with a partial least squares method; (4) Results: The findings of this study revealed that self-esteem, dispositional hope, and mattering significantly influence teacher resilience, and crisis self-efficacy mediates the impact of self-esteem and dispositional hope on teacher resilience. In some instances, the results also showed that gender has a moderating effect on teacher resilience during the pandemic; (5) Conclusions: This study used psychological factors to understand teacher resilience and incorporated crisis self-efficacy into teacher resilience research. It is one of the very few studies in resilience literature to investigate the moderating role of gender on teacher resilience.

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“…There is growing recognition that the early childhood education and care (ECEC) profession faces challenging working conditions, leading to high levels of work-related stress, emotional exhaustion and staff turnover (Irvine et al, 2016 ; Jena-Crottet, 2017 ; Jones et al, 2017 ; McMullen et al, 2020 ; OECD, 2019 ; Thorpe et al, 2020 ; Totenhagen et al, 2016 ). The role of early childhood (EC) educators is complex and multifaceted, requiring a commitment to continuous improvement, resilience, and a willingness to take on many challenges (Beltman et al, 2019 ; Irvine et al, 2016 ; Liu et al, 2018 ). Recent efforts to raise the quality and professionalism of the workforce has increased demands on EC educators, including requirements for higher qualifications and increased accountability (Cumming et al, 2015 ).…”

Section: Introductionmentioning

confidence: 99%

Early Childhood Educators’ Wellbeing During the COVID-19 Pandemic

Eadie

Levickis

Murray

et al. 2021

Early Childhood Educ J

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The importance of Early Childhood (EC) educators’ wellbeing has been brought into sharp focus during the COVID-19 pandemic, as educators have navigated numerous additional stressors while providing education and care services for some children and ongoing support for many others learning at home. This study aimed to explore the impact of the pandemic on EC educators’ wellbeing and educator-child relationships, as growing evidence shows the influence of these factors on children’s developmental outcomes.In July 2020, members of a Research Network of EC Professionals—who previously identified educator wellbeing as a priority issue—were invited to participate in an online survey. The survey included two published, validated scales: the Early Childhood Professional Wellbeing scale (ECPW) and the Student–Teacher Relationship Scale (modified). Survey items about educators’ experiences during the pandemic were also included. Two hundred and thirty-two EC educators from across Australia completed the survey, mostly from Victoria where lockdowns were most severe. Linear regression analysis demonstrated stronger professional wellbeing was associated with less conflict in educator-child relationships and lower risk of staff turnover. This was more likely to be experienced by senior or more experienced staff. Although a negative impact of COVID-19 was reported, ECPW scores were relatively high, and organizational structures supporting professional wellbeing were most strongly associated with lower risk of turnover (r = 0.63, p < 0.001). Findings highlight that supporting EC educators’ wellbeing is essential for workforce retention, and for promoting quality educator-child relationships which are central to young children’s learning and development.

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‘The thing that keeps me going’: educator resilience in early learning settings

Cited by 21 publications

References 24 publications

Teachers’ Resilience: Conceived, Perceived or Lived-in

Teachers’ Resilience: Conceived, Perceived or Lived-in

How Do Self-Esteem, Dispositional Hope, Crisis Self-Efficacy, Mattering, and Gender Differences Affect Teacher Resilience during COVID-19 School Closures?

Early Childhood Educators’ Wellbeing During the COVID-19 Pandemic

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