Article ID Journal Published Year Pages File Type
6850489 Teaching and Teacher Education 2016 11 Pages PDF
Abstract
This paper investigates how teachers in one school in a socio-economically disadvantaged urban setting draw upon their capacities for resilience to maintain a sense of positive professional identity, commitment and moral purpose. It identifies the dynamic influences of individual, school environment, relational, leadership and external personal and policy contexts. The findings show that the capacity for 'emotional resilience' is essential for teachers who constantly “live on the edge,” as they seek to manage everyday, intensive pupil motivational and behavioral challenges whilst responding to demands for raising standards of teaching, learning and attainment.
Related Topics
Social Sciences and Humanities Social Sciences Education
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