Committed for life? Variations in teachers’ work, lives and effectiveness

By Christopher W. Day. 2008

371 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/9313daf270461cd921b0b5cd3ac7bad7060bcc37

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In Developmental and Educational Psychology

In Education

Citations in the corpus

“Don’t sweat the small stuff:” Understanding teacher resilience at the chalkface (2012, background): “Social support from colleagues and family has been thought important in teacher resilience (Day, 2008; Howard & Johnson, 2004) yet building support was only mentioned by 7% of our participants.”
Teachers’ Commitment and psychological well-being: implications of self-beliefs for teaching in Hong Kong (2015, background): “It has been found to be an important predictor of a myriad of educational and psychological outcomes (Day, 2008; Dee, Henkin, & Singleton, 2006; Fink, 1992).”
Teachers’ occupational attributes and their psychological wellbeing, job satisfaction, occupational self-concept and quitting intentions (2018, background): “Students of satisfied teachers and of teachers who are psychologically well are more likely to attain than students whose teachers are dissatisfied or emotionally exhausted (Arens & Morin, 2016; Day, 2008; Park, 2005).”
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).”
Why do some beginning teachers leave the school, and others stay? Understanding teacher resilience through psychological lenses (2012, neutral): “…(e.g. Kirk & Wall, 2010), job satisfaction and motivation (e.g. Brunetti, 2006; Kitching, Morgan, & O’Leary, 2009), teacher burnout and stress (e.g. Howard & Johnson, 2004), career decision-making (e.g. Bobek, 2002; Tait, 2008) and teaching effectiveness (e.g. Day, 2008; Gu & Day, 2007).”
What is ‘good’ teaching? Teacher beliefs and practices about their teaching (2013, background): “While professional identity evolves and develops over time and is multidimensional in nature, this research highlights the reserves of emotional energy teachers are required to bring to their work, the level of which can be depleted arising from personal, professional or policy-related demands (Day ”
Teachers’ well-being and job satisfaction: the important role of positive emotions in the workplace (2021, background): “Satisfied veteran teachers attribute their job satisfaction primarily to good student outcomes and functional relationships within the working context (Day 2007; Day and Gu 2009).”
Educators’ emotions involved in the transition to online teaching in higher education (2020, background): “…by its very nature is a complex social, personal and cognitive process that relies on effective communication and relationships between educators and students, and as such it is an emotional experience for both (Day, 2008; Hagenauer & Volet, 2014; Jephcote & Salisbury, 2009; Schutz et al., 2006).”
Teachers’ resilience and well-being: a role for educational psychology (2014, background): “There is a range of reasons why people wish to become teachers (Chevalier, Dolton, & McIntosh, 2007; Hayes, 2004; Hoy, 2008; Scheopner, 2010) and significant variations in their career trajectories (Day, 2008).”
Thriving not just surviving: A review of research on teacher resilience (2011, background): “Demetriou et al. (2009) provided a vivid account of the challenges faced by 817 new graduates and argued that disruptive students, coupled with a lack of support, could lead to a ‘‘slump in confidence’’ (p.”
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).”
What characterises a good practicum in teacher education? (2011, background): “The emphasis on “Bildung” in Norwegian teacher education (LK06; White Paper, 11, 2008–2009; L�vlie, 2001) has recently been challenged by a more performance-oriented pedagogy, which seems to be a global trend (Barrett, 2009; Bergem, 2009; Day, 2007; Hargreaves & Goodson, 2006; Lindquist & Nordänger,”