Resilient principals in challenging schools: the courage and costs of conviction

By Christopher W. Day. 2014

89 citations recorded by the source corpus.

Subfields: Clinical Psychology, Developmental and Educational Psychology, Safety Research

View Paper: https://www.semanticscholar.org/paper/759f4272c8e3e74e85f93e84013f7912cec77cbd

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. S. Ainsworth
2. J. Oldfield
3. E. O'Shaughnessy
4. Kayleigh Kangas-Dick

In Developmental and Educational Psychology

1. S. Ainsworth
2. J. Oldfield

In Safety Research

1. S. Ainsworth
2. J. Oldfield
3. E. O'Shaughnessy
4. Kayleigh Kangas-Dick

Citations in the corpus

• Quantifying teacher resilience: Context matters (2019, background): “Within this study we have made a rather crude initial attempt to capture how it feels to be within a school by designing a sub-scale for our survey which incorporates elements shown to be relevant within the qualitative literature: a sense of community (Yonezawa, Jones & Singer, 2011), belonging (Sk”
• Refining the teacher emotion model: evidence from a review of literature published between 1985 and 2019 (2020, unknown): “Research on teacher development has put continuous emphasis on rationality and cognition, but underplayed the emotive aspect for quite a long time (Day, 2014).”