“Don’t sweat the small stuff:” Understanding teacher resilience at the chalkface

By Caroline F. Mansfield, S. Beltman, A. Price, Andrew McConney. 2012

400 citations recorded by the source corpus.

Subfields: Clinical Psychology, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/ba3623df9e4af5f1568e68541e9e0bfb3870ca59

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In Clinical Psychology

In Safety Research

In Social Psychology

Citations in the corpus

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).”
Career Resilience: An Integrated Review of the Empirical Literature (2017, background): “Resilience has been defined as a process both in the psychological resilience (e.g., Egeland, Carlson, & Sroufe, 1993) and CR literatures (e.g., Mansfield et al., 2012).”
Refining the teacher emotion model: evidence from a review of literature published between 1985 and 2019 (2020, positive): “This would then influence pedagogical and school-wide practices to make our teachers function healthily and thrive rather than just survive in their professional lives (Mansfield et al., 2012).”
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).”
Language Teacher Immunity: A Double-Edged Sword (2015, background): “Clearly, despite the increased pressures and deteriorating conditions in contemporary teaching contexts worldwide, the majority of teachers do survive which suggests that a form of psychological invulnerability may be a key factor in teachers’ teaching effectiveness and long-term commitment to the p”
Teachers' sense of adaptability: Examining links with perceived autonomy support, teachers' psychological functioning, and students' numeracy achievement (2017, background): “Other studies have considered teachers' sense of adaptability as a central component of teacher resilience (e.g., Gu & Day, 2007; Hargreaves, 2005; Le Cornu, 2009; Mansfield et al., 2012).”