Resilience as a Contributor to Novice Teacher Success, Commitment, and Retention

By M. Tait. 2008

355 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/7b8dba700f8b163af29044907c3b62bb0e76cd3c

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Citations in the corpus

Effects of Self-Efficacy, Emotional Intelligence, and Perceptions of Future Work Environment on Preservice Teacher Commitment (2014, background): “The teaching profession is stressful and for many this stress is the principal reason for leaving the field (Jepson & Forrest, 2006; Tait, 2008).”
Language Teacher Immunity: A Double-Edged Sword (2015, background): “Scholars focusing on preservice or novice teachers argue that, given the varying levels of preparation and competence of beginning teachers, resilience is a crucial contributor to career preparation, teaching effectiveness, and persistence in the profession past the first few years (Howard and Johns”
Fostering Resilience: A Necessary Skill for Teacher Retention (2013, unknown): “contribute to teacher retention (Tait 2008).”
Are they ready to teach? Student teachers’ readiness for the job with reference to teacher competence frameworks (2017, background): “Yet, specifically in teacher education, the interpretation of these concepts involves a large spectrum of connotations that include, but are not limited to; pedagogy, understanding, ability, vision, reflection, planning, willingness, motivation, resilience, experience and morals (Darling-Hammond and”
Quantifying teacher resilience: Context matters (2019, background): “, 2011), there are a number of studies which have noted the impact of specific aspects of emotional intelligence on teachers’ ability to cope (Castro, Kelly, & Shih, 2010; Tait, 2008; Tsouloupas, Carson, Matthews, Grawitch, & Barber, 2010; Watt & Richardson, 2008).”
Why do some beginning teachers leave the school, and others stay? Understanding teacher resilience through psychological lenses (2012, background): “…effort (internal), believe that problems can be resolved (unstable) and think that they can contribute and control circumstances (controllable), then they are more likely to be resilient and more adept at planning and adjusting coping strategies (Deater-Deckard, Ivy, & Smith, 2006; Tait, 2008).”
Networking and the development of professionals: beginning teachers building social capital (2015, background): “Social-capital-building is something BTs can be made aware of, become empowered to enact and will help them develop a resilience as teachers, which will endure beyond ITE (Chong & Lo, 2009; Day, 2008; Le Cornu, 2013; Mansfield et al, 2012; Tait, 2008).”
Thriving not just surviving: A review of research on teacher resilience (2011, background): “Providing new teachers with ‘‘reasonable’’ teaching assignments in their area of expertise and avoiding last minute hiring would assist in the retention of novices (Tait, 2008). Specific strategies for school principals were recommended, such as leadership training on how to promote a collaborative ”
“Don’t sweat the small stuff:” Understanding teacher resilience at the chalkface (2012, background): “Indeed, building teacher resilience is viewed as a possible way of addressing teacher attrition (Tait, 2008) and promoting “quality retention” (Gu & Day, 2007, p.”