Resilient teachers: resisting stress and burnout

By S. Howard, Bruce Johnson. 2004

666 citations recorded by the source corpus.

Subfields: Clinical Psychology, Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/e424a90f31b7d8ebad551b307d171cdb89fd0512

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In Clinical Psychology

In Developmental and Educational Psychology

In Education

Citations in the corpus

Resilience as a Contributor to Novice Teacher Success, Commitment, and Retention (2008, background): “Studies conducted in the United States, Australia, and Great Britain confirm similar or higher early teaching attrition rates (Darling-Hammond, 2003; Feiman-Nemser, Carver, Schwille & Yusko, 1999; Howard & Johnson, 2004; Ingersoll & Smith, 2003; Stoel & Thant, 2002).”
Language Teacher Immunity: A Double-Edged Sword (2015, background): “…teachers argue that, given the varying levels of preparation and competence of beginning teachers, resilience is a crucial contributor to career preparation, teaching effectiveness, and persistence in the profession past the first few years (Howard and Johnson 2004; Tait 2008; Johnson et al. 2014).”
Thriving not just surviving: A review of research on teacher resilience (2011, background): “On a positive note, rather than being regarded as innate attributes (Day & Gu, 2007), the characteristics of resilient teachers can be learnt (Howard & Johnson, 2004).”
Understanding teacher well-being: a cross-lagged analysis of burnout, negative student-related emotions, psychopathological symptoms, and resilience (2019, background): “Existing research that has explored resilience in the light of psychological wellbeing indicates the positive role of resilience in terms of burnout and distress (Bobek, 2002; Howard & Johnson 2004) and in terms of mental health (Davydov, Stewart, Ritchie, & Chaudieu, 2010; Rutten et al., 2013).”
Mindfulness and Teachers’ Coping in the Classroom: A Developmental Model of Teacher Stress, Coping, and Everyday Resilience (2016, background): “Especially interesting are opportunities after a coping episode to reflect on what has happened in order to determine what can be learned for future encounters (Howard & Johnson, 2004).”
Fostering Resilience: A Necessary Skill for Teacher Retention (2013, background): “This study endeavors to address the gap in written research centered on resilience building as a means of teacher retention by providing research in support of the notion that resilience can better prepare teachers to adjust to changing conditions of education (Bobek 2002; Gu and Day 2007; Howard an”
Forming the Mentor-Mentee Relationship (2016, background): “Indeed, mentees can have adverse experiences that require further support to gain a level of resilience (Gu & Day, 2012; Howard & Johnson, 2004).”
Fostering employee well-being via a job crafting intervention (2017, neutral): “…and organizational psychology, both positive (e.g., work engagement) (Hakanen, Bakker, & Schaufeli, 2006; Simbula, Guglielmi, & Schaufeli, 2011; Tadic, Bakker, & Oerlemans, 2013) and negative facets of work (e.g., job stress) (Garrick et al., 2014; Howard & Johnson, 2004) are subject of research.”
Early childhood teachers' constructions of their resilience and thriving: A continuing investigation (2004, result): “…were congruent with the findings of the earlier single case study that provided the impetus for the current study (Sumsion, 2003) and with the emerging literature about teacher resilience and thriving in school contexts (e.g. Taylor & Swetnam, 2000; Howard & Johnson, 2002; Nieto, 2003).”
Problematising the Role of Personal and Professional Relationships in Early Career Teacher Resilience (2014, background): “The importance of maintaining such social connections is consistent with research which discusses the significance of social relationships in enhancing overall resilience (Day, 2008; Howard & Johnson, 2004; McCormack, et al., 2006).”
Why do some beginning teachers leave the school, and others stay? Understanding teacher resilience through psychological lenses (2012, background): “…(e.g. Kirk & Wall, 2010), job satisfaction and motivation (e.g. Brunetti, 2006; Kitching, Morgan, & O’Leary, 2009), teacher burnout and stress (e.g. Howard & Johnson, 2004), career decision-making (e.g. Bobek, 2002; Tait, 2008) and teaching effectiveness (e.g. Day, 2008; Gu & Day, 2007).”