Quantifying teacher resilience: Context matters
By S. Ainsworth, J. Oldfield. Teaching and Teacher Education : An International Journal of Research and Studies, 2019
157 citations recorded by the source corpus.
Abstract Previous research has identified individual and contextual level factors that may promote resilience in teachers; however, little is known about their relative importance in predicting measures of positive adaptation. Questionnaire data were collected from 226 UK teachers. Relative importance analyses identified a number of significant predictors of job satisfaction, burnout, and wellbeing. The results suggest that contextual influences on teachers' ability to thrive within the profession are just as important as individual factors. Any intervention designed to develop teacher resilience should therefore focus on improving the professional environment as well as looking at ways to enhance teachers’ personal resources.
Subfields: Clinical Psychology, Safety Research, Social Psychology
View Paper: https://www.semanticscholar.org/paper/c42bf4c98c0a65313b0c4852526addaad4e8a40a
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In Clinical Psychology
In Safety Research
In Social Psychology
Citations in the corpus
- Interventions that promote resilience among teachers: A systematic review of the literature (2020, methodology): “Formal surveys for teachers, as proposed by Ainsworth and Oldfield (2019) using three resilience measures (WHO-5 Well-Being Index, Teacher Burnout Scale, and Andrews and Withey Satisfaction Scale) may be a fruitful starting point.”