Thriving not just surviving: A review of research on teacher resilience

By S. Beltman, Caroline F. Mansfield, A. Price. 2011

803 citations recorded by the source corpus.

Subfields: Clinical Psychology, Safety Research, Philosophy

View Paper: https://www.semanticscholar.org/paper/a35fd7bb5018b98cd57b2b08f8546a1495b48810

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Citations in the corpus

Quantifying teacher resilience: Context matters (2019, background): “Although studies exploring the influence of emotional intelligence on adaptation in teachers are scarce (Beltman et al., 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, 200”
Teacher shortage and attrition: Why do they leave? (2016, background): “…literature most often suggests the need for greater attentiveness to the beginning teachers’ entry into the profession (Hobson et al ., 2009; Avalos, 2011) through, for example, mentoring arrangements and supportive feedback for newcomers in their school environment (Beltman et al ., 2011).”
Drawing Identity: Beginning Pre-Service Teachers' Professional Identities. (2015, background): “Self-efficacy is important in teacher resilience (Beltman et al., 2011; Day & Gu, 2014; Ee & Chang, 2010; Leroux & Théorêt, 2014).”
Physical education teachers’ perceptions of perceived mattering and marginalization (2018, background): “…stakeholders is central to teachers’ ability to navigate the sociopolitical milieu of schools (Schempp, Sparkes, and Templin 1993; Kelchtermans and Ballet 2002), and are important for teacher well-being, resilience, and job satisfaction (Beltman, Mansfield, and Price 2011; Mansfield et al. 2012).”
The Experience of COVID-19 and Its Impact on Teachers’ Mental Health, Coping, and Teaching (2021, background): “” These findings add to the growing literature on teacher resilience and shine a particular light on this construct during times of crisis (Beltman et al., 2011; Patterson et al., 2004).”
Teachers' exit decisions: An investigation into the reasons why newly qualified teachers fail to enter the teaching profession or why those who do enter do not continue teaching (2014, background): “Kyricacou & Kunc, 2007), suggesting that there are similar, overarching motives in play (Beltman et al., 2011).”
Positive affectivity predicts successful and unsuccessful adaptation to stress (2013, background): “…professional reflection and growth, and self-care, as well as important contextual factors such as positive student–teacher relationships, administrative support, and support from peers, colleagues, family, and friends as enabling teachers to thrive rather than just survive (Beltman et al. 2011).”
Human Thriving: A Conceptual Debate and Literature Review (2017, background): “Further, Beltman et al. (2011) noted that resilient protective factors (e.g., altruistic motives) assisted teachers to stay in their roles and to subsequently thrive, rather than just survive.”