Teachers Resilience: A Necessary Condition for Effectiveness.

By Q. Gu, Christopher W. Day. 2007

995 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education, Safety Research

View Paper: https://www.semanticscholar.org/paper/92a0b6f5b832e8620ec162005eec1bfe8ac8f540

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In Clinical Psychology

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Citations in the corpus

The mediating role of workplace social support on the relationship between trait emotional intelligence and teacher burnout (2015, background): “Consistently, numerous studies indicate that teachers with increased personal resources have increased burnout resilience (Gu & Day, 2007) and decreased burnout risk (Howard & Johnson, 2004) when faced with the same stressors than those who do not.”
Personal resilience as a strategy for surviving and thriving in the face of workplace adversity: a literature review. (2007, background): “Awareness of the benefit of resilience to organizations as well as staff has recently surfaced through studies on positive dispositions (Shirom 2004, Harvey et al. 2006) for teachers (Gu & Day 2006), mental health clinicians (Edward 2005) and nurses (Judkins et al. 2005, McGee 2006).”
Teachers' sense of adaptability: Examining links with perceived autonomy support, teachers' psychological functioning, and students' numeracy achievement (2017, background): “Protective factors include personal factors such as self-efficacy and optimism, as well as contextual factors such as social support (Gu & Day, 2007; Mansfield et al., 2014).”
Why do some beginning teachers leave the school, and others stay? Understanding teacher resilience through psychological lenses (2012, background): “…to promote proactive efforts to deal with stressful situations and help teachers build supportive interpersonal relationships, which may in turn contribute in developing better coping strategies in the face of challenging circumstances (Deater-Deckard et al., 2006; Gu & Day, 2007; Tait, 2008).”
Positive affectivity predicts successful and unsuccessful adaptation to stress (2013, background): “For example, Gu and Day (2007) explored the role of resilience in characterizing teacher effectiveness among 300 teachers throughout their careers, and found that resilient teachers sustain their motivation, commitment, and effectiveness despite the range of difficult experiences they encounter in…”
“Don’t sweat the small stuff:” Understanding teacher resilience at the chalkface (2012, background): “…are protective factors that include attributes such as altruism (Brunetti, 2006; Chong & Low, 2009), strong intrinsic motivation (Flores, 2006; Gu & Day, 2007; Kitching, Morgan, & O'Leary, 2009), perseverance and persistence (Fleet, Kitson, Cassady, & Hughes, 2007; Sinclair, 2008), optimism…”
International teacher attrition: multiperspective views (2017, methodology): “The work draws on identity theory, particularly using the scholarship of Schaefer et al. (2012), Kelchtermans (2005), Day (2002), and Gu and Day (2007), among others.”
The call to teach and teacher hopefulness (2011, background): “Moreover, as Gu and Day ( 2007 ) suggest, generally such teachers are resilient, possessing resources that can be drawn upon during difficult times that facilitate successful coping.”
Problematising the Role of Personal and Professional Relationships in Early Career Teacher Resilience (2014, background): “They noted that notions of support can include partners not displaying frustration if their teacher spouse works at home (Day, 2008), or having a partner who insists that their teacher spouse adopts a work-life balance, ensuring weekends are spent interacting with family (Gu & Day, 2007).”
Strength‐based mentoring in pre‐service teacher education: a literature review (2009, background): “Retention is not only defined as teachers’ physical continuation in the teaching profession but also their maintenance of motivation and commitment in the teaching field (Gu & Day, 2007).”