Developing Teacher Resilience and Resilient School Cultures

Autor/inn/en	Mullen, Carol A.; Shields, Lee Brantley; Tienken, Christopher H.
Titel	Developing Teacher Resilience and Resilient School Cultures
Quelle	In: AASA Journal of Scholarship & Practice, 18 (2021) 1, S.8-24 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-6569
Schlagwörter	Resilience (Psychology); Teacher Characteristics; Educational Environment; Literature Reviews; Teacher Persistence; Elementary School Teachers; Secondary School Teachers; Social Influences; Teacher Motivation; Psychological Patterns; Institutional Characteristics + Suchen Sie Ihr Suchwort? Lernumgebung; Pädagogische Umwelt; Schulumwelt; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Sozialer Einfluss
Abstract	Teacher resilience in a pandemic is a timely topic for America's superintendents. This literature review focuses on teacher resilience and retention, with relevance for building resilient school cultures. The question guiding analysis of studies was, "What factors and processes contribute to teacher resilience and the ability to overcome adversity?" Findings were that individual and contextual factors of resilience impact teachers' ability to persevere, as well as schools' capacity to retain novice teachers. Resilience is associated with retention, job satisfaction, and other positive outcomes. Actions for developing teacher resilience and resilient school cultures are identified. K-12 teachers who attend to factors of resilience can better adapt and overcome adversity. School district leaders who encourage teacher resilience can foster resilient school cultures. (As Provided).
Anmerkungen	AASA, The School Superintendent's Association. 1615 Duke Street, Alexandria, VA 22314. Tel: 703-528-0700; Fax: 703-841-1543; e-mail: info@aasa.org; Web site: http://www.aasa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01