Coping and buoyancy in the workplace: Understanding their effects on teachers' work-related well-being and engagement

By P. Parker, Andrew J. Martin. 2009

185 citations recorded by the source corpus.

Subfields: Clinical Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/cca2591642b195dae0b9408e24205438b9667617

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In Clinical Psychology

In Social Psychology

Citations in the corpus

Academic buoyancy in secondary school: Exploring patterns of convergence in English, mathematics, science, and physical education (2013, unknown): “Broadly, primary appraisals are of aspects of the task or situation at-hand while secondary appraisals are then of relevant aspects of the self that together, lead to various task- or situationrelevant responses (Parker & Martin, 2009; Smith & Kirby, 2000).”
Towards a model of teacher well-being: personal and job resources involved in teacher burnout and engagement (2016, background): “Previous works have shown that teachers sometimes may apply palliative coping strategies –which are similar to those we named reactive strategies – that can be useful in the short term to reduce pressures and burnout (Blanch, Aluja & Biscarri, 2003; Parker & Martin, 2009).”
COVID-19 and Teachers’ Somatic Burden, Stress, and Emotional Exhaustion: Examining the Role of Principal Leadership and Workplace Buoyancy (2021, background): “Prior research has shown that workplace buoyancy is associated with positive outcomes, such as greater work engagement Collie 4 (Parker & Martin, 2009).”
Teachers’ Social–Emotional Capacity: Factors Associated With Teachers’ Responsiveness and Professional Commitment (2016, background): “In addition, Parker and Martin (2009) found that teachers’ active coping was positively associated with work engagement variables directly and through work buoyancy, which measures a teacher’s ability to deal with challenges in the workplace.”
Teachers’ Engagement at Work: An International Validation Study (2012, background): “…resources such as autonomy, social support, coaching, and feedback can be fostered through careful attention to professional support groups, open communication from administrators, and opportunities for autonomy-building through professional development (Bakker et al., 2007; Parker & Martin, 2009).”
Self-Efficacy, Work Engagement, and Job Satisfaction Among Teaching Assistants in Hong Kong’s Inclusive Education (2020, background): “It was found that workplace buoyancy (i.e., “ability to effectively deal with setback, challenge, adversity, and pressure in the workplace setting”; Parker & Martin, 2009, p. 70) predicted work-related engagement among a sample of 515 teachers in Australia.”
Mindfulness and Teachers’ Coping in the Classroom: A Developmental Model of Teacher Stress, Coping, and Everyday Resilience (2016, background): “Among the most important of these candidate processes is teacher coping, which refers to how teachers actually react to and deal with the challenges and problems they face every day (Parker & Martin, 2009).”