Fostering Teachers' Resilience and Well-Being through Professional Learning: Effects from a Training Programme

Autor/inn/en	Fernandes, Luísa; Peixoto, Francisco; Gouveia, Maria João; Silva, José Castro; Wosnitza, Marold
Titel	Fostering Teachers' Resilience and Well-Being through Professional Learning: Effects from a Training Programme
Quelle	In: Australian Educational Researcher, 46 (2019) 4, S.681-698 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Peixoto, Francisco) ORCID (Gouveia, Maria João) ORCID (Silva, José Castro) ORCID (Wosnitza, Marold)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0311-6999
DOI	10.1007/s13384-019-00344-0
Schlagwörter	Resilience (Psychology); Well Being; Faculty Development; Inservice Teacher Education; Foreign Countries; Comparative Analysis; Teacher Motivation; Self Efficacy; Teacher Attitudes; Program Descriptions; Program Evaluation; Portugal + Suchen Sie Ihr Suchwort? Well-being; Wellness; Wohlbefinden; Lehrerfortbildung; Ausland; Self-efficacy; Selbstwirksamkeit; Lehrerverhalten; Programme evaluation; Programmevaluation
Abstract	Resilience can be fostered amongst teachers in order to sustain their well-being and commitment to quality education. This study examined the effects of a training programme focused on resilience and well-being, targeting in-service Portuguese teachers. This paper reports a study using a quasi-experimental design involving 59 teachers (35 in two experimental groups and 24 in a control group). The effects of the professional learning programme were assessed using the following measures: motivation, global resilience, commitment to the profession, self-efficacy, school support, positive and negative experiences, work well-being, and work meaning. The experimental group participated in an 18-hour professional learning programme. Results showed the effects of the professional learning programme over all the variables, with the exception of Teacher Commitment to the Profession and School Support. These findings contribute to the growing body of research conceptualising teacher resilience as a multidimensional construct and have implications for teacher professional learning programmes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01