Challenges to teacher resilience: conditions count

By Q. Gu, Christopher W. Day. 2011

530 citations recorded by the source corpus.

Subfields: Clinical Psychology, Safety Research

View Paper: https://www.semanticscholar.org/paper/74b4ee8c67417b2d445d6ff5480c2bdfebc1eec6

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

1. Vasiliki Kaltsi
2. Yongliang Wang
3. Rosie Le Cornu
4. V. Brouskeli
5. M. Loumakou
6. Lawrence Jun Zhang
7. K. Mcdonald
8. Ali Derakhshan

In Safety Research

1. Rosie Le Cornu
2. K. Mcdonald
3. P. Hudson
4. Lisa H. Papatraianou
5. Paresh Mishra

Citations in the corpus

• Career Resilience: An Integrated Review of the Empirical Literature (2017, background): “It becomes important when individuals are faced with change, adversity, and/or disruptions—all of which may be anticipated or unanticipated (Gu & Day, 2013).”
• Problematising the Role of Personal and Professional Relationships in Early Career Teacher Resilience (2014, background): “…teachers are able to cope with workplace challenges if they experience a positive school culture that is collaborative and where teachers support each other, display trust and openness, and routine help is available (Aelterman et al., 2007; Flores & Day, 2006; Gu & Day, 2013; Hargreaves, 1992).”
• Forming the Mentor-Mentee Relationship (2016, background): “Indeed, mentees can have adverse experiences that require further support to gain a level of resilience (Gu & Day, 2012; Howard & Johnson, 2004).”
• Researching and Practicing Positive Psychology in Second/Foreign Language Learning and Teaching: The Past, Current Status and Future Directions (2021, background): “The necessity of resilience for teachers’ and students’ effective functioning is very noticeable as instruction and learning are stressful and emotionally draining processes (Gu and Day, 2013).”
• Resilience and occupational well-being of secondary education teachers in Greece (2018, background): “More specifically, teacher resilience is found to be neither innate nor stable, and to fluctuate as a result of the influences of the personal, relational and organisational settings in which they work (Gu & Day, 2013).”