Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
6850489 | Teaching and Teacher Education | 2016 | 11 Pages |
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.
Keywords
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Social Sciences and Humanities
Social Sciences
Education
Authors
Christopher Day, Ji Hong,