Exploring variations in teachers' work, lives and their effects on pupils: key findings and implications from a longitudinal mixed‐method study

By P. Sammons, Christopher W. Day, Alison Kington, Q. Gu, G. Stobart, R. Smees. 2007

255 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/b9e8a714b3306eae3617840255fdb527f81a02a9

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Promoting child and youth resilience by strengthening home and school environments: A literature review (2020, background): “identity (self-efficacy and job satisfaction) have been found to be fundamental factors (Sammons et al., 2007).”
The development of student teachers’ professional identity (2010, background): “( 2007 ) found a relationship between aspects of teachers’ professional identity and pupils’ attainments in English and mathematics.”
“Don’t sweat the small stuff:” Understanding teacher resilience at the chalkface (2012, background): “…resilience as involving a process (Bobek, 2002; Egeland, Carlson & Sroufe, 1993; Masten, Best, & Garmezy, 1990), a “mode of interacting with events” (Tait, 2008, p. 58), an ability or capacity to overcome challenges (Sammons et al., 2007) and a trait or a quality (Brunetti, 2006; Yost, 2006).”
Thriving not just surviving: A review of research on teacher resilience (2011, background): “" Personal lives and working conditions may change in unpredictable ways, and whether an individual will display resilience or be unable to manage these conditions “will vary depending on his/her scope of experience at the time of change, perceived competence and confidence in managing the emerging ”
Multiple dimensions of teacher identity development from pre-service to early years of teaching: a longitudinal study (2017, background): “…existing research has consistently noted that the school environment, such as administrative support, collegiality and autonomy, was related to their level of commitment, resilience, self-efficacy and career decision-making (e.g. Leithwood and Jantzi 2006; Sammons et al. 2007; Day and Gu 2010).”
What is ‘good’ teaching? Teacher beliefs and practices about their teaching (2013, background): “Combined with our data on passion for teaching and learning, these findings re-iterate international research (e.g. Sammons et al. 2007) that raises concerns about the resilience and levels of reflection among teachers in DEIS schools in contrast to their colleagues in schools serving more…”