Abstract
Teacher resilience is a key factor to understand how teachers effectively cope with the strains and stresses of their profession. In this chapter, we are presenting results from a survey study, in four different countries (Germany, Malta, Ireland and Portugal), on pre-service teacher resilience which was part of the project ENTREE (ENhancing Teacher REsilience in Europe). The main goals were to examine the relationships between a global dimension of resilience and its related dimensions and to test the communalities and differences in these relationships amongst the four different countries. Participants were 764 pre-service teachers from Germany, Ireland, Malta and Portugal who answered to a questionnaire including perceptions of individual (e.g. teacher efficacy, commitment, personal life, rumination) and social/contextual (e.g. school support, social context) factors, as well as a global evaluation of resilience. Results showed that self-efficacy appears as one of the key factors related to resilience. Furthermore, differences in the relationships between the variables were found according to each country, suggesting that resilience is influenced by the context in which teachers live and work.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Notes
- 1.
This project has been funded with support from the European Commission (539590-LLP-1-2013-1-DE-COMENIUS-CMP). This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
References
Arbuckle, J. L. (2016). Amos (version 24.0) [Computer program]. Chicago: IBM SPSS.
Beltman, S., Mansfield, C. F., & Price, A. (2011). Thriving not just surviving: A review of research on teacher resilience. Educational Research Review, 6, 185–207. https://doi.org/10.1016/j.edurev.2011.09.001.
Bobek, B. L. (2002). Teacher resiliency: A key to career longevity. The Clearing House, 75, 202–205. https://doi.org/10.1080/00098650209604932.
Brunetti, G. J. (2006). Resilience under fire: Perspectives on the work of experienced, inner city high school teachers in the United States. Teaching and Teacher Education, 22, 812–825. https://doi.org/10.1016/j.tate.2006.04.027.
Castro, A. J., Kelly, J., & Shih, M. (2010). Resilience strategies for new teachers in high-needs areas. Teaching and Teacher Education, 26, 622–629. https://doi.org/10.1016/j.tate.2009.09.010.
Cefai, C. (2007). Resilience for all: A study of classrooms as protective context. Journal of Emotional and Behaviour Difficulties, 12, 119–124. https://doi.org/10.1080/13632750701315516.
Cefai, C., & Cavioni, V. (2014). Social and emotional education in primary school: Integrating theory and research into practice. New York: Springer
Chang, M. (2009). An appraisal perspective of teacher burnout: Examining the emotional work of teachers. Educational Psychology Review, 21, 193–218. https://doi.org/10.1007/s10648-009-9106-y.
Connor, K., & Davidson, J. (2003). Development of a new resilience scale: The Connor-Davidson Resilience Scale (CD-RISC). Depression and Anxiety, 18, 76–82. https://doi.org/10.1002/da.10113.
Day, C., & Gu, Q. (2014). Resilient teachers, resilient schools: Building and sustaining quality in testing times. Oxon: Routledge.
Day, C., Sammons, P., Stobart, G., Kington, A., & Gu, Q. (2007). Teachers matter: Connecting work, lives and effectiveness. London: McGraw-Hill Education.
Ebersöhn, L. (2012). Adding ‘flock’ to ‘fight and flight’: A honeycomb of resilience where supply of relationships meets demand for support. Journal of Psychology in Africa, 27, 29–42. https://doi.org/10.1080/14330237.2012.10874518.
Ee, J., & Chang, A. (2010). How resilient are our graduate trainee teachers in Singapore? The Asia-Pacific Education Researcher, 19, 321–331.
Gu, Q., & Day, C. (2013). Challenges to teacher resilience: Conditions count. British Educational Research Journal, 39, 22–44. https://doi.org/10.1080/01411926.2011.623152.
Gu, Q., & Li, Q. (2013). Sustaining resilience in times of change: Stories from Chinese teachers. Asia-Pacific Journal of Teacher Education, 41, 288–303. https://doi.org/10.1080/1359866X.2013.809056.
Hong, J. Y. (2012). Why do some beginning teachers leave the school, and others stay? Understanding teacher resilience through psychological lenses. Teachers and Teaching: Theory and Practice, 18, 417–440. https://doi.org/10.1080/13540602.2012.696044.
Howard, S., & Johnson, B. (2004). Resilient teachers: Resisting stress and burnout. Social Psychology of Education, 7, 399–420. https://doi.org/10.1007/s11218-004-0975-0.
Ingersoll, R. M. (2003). Is there really a teacher shortage? [Report]. Retrieved from http://repository.upenn.edu/gse_pubs/133
Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79, 491–525. https://doi.org/10.3102/0034654308325693.
Kitching, K., Morgan, M., & O’Leary, M. (2009). It’s the little things: Exploring the importance of commonplace events for early-career teachers’ motivation. Teachers and Teaching: Theory and Practice, 15, 43–58. https://doi.org/10.1080/13540600802661311.
Kline, R. (2011). Principles and practice of structural equation modeling (3rd ed.). New York: Guilford Press.
Le Cornu, R. (2009). Building resilience in pre-service teachers. Teaching and Teacher Education, 25, 717–723. https://doi.org/10.1016/j.tate.2008.11.016.
Le Cornu, R. (2013). Building early career teacher resilience: The role of relationships. Australian Journal of Teacher Education, 38, 1–16. https://doi.org/10.14221/ajte.2013v38n4.4.
Mansfield, C. F., & Wosnitza, M. (2015). Teacher resilience questionnaire – version 1.5. Perth: Murdoch University, RWTH Aachen University.
Mansfield, C. F., Beltman, S., Price, A., & McConney, A. (2012). “Don’t sweat the small stuff”: Understanding teacher resilience at the chalkface. Teaching and Teacher Education, 28, 357–367. https://doi.org/10.1016/j.tate.2011.11.001.
Mansfield, C. F., Beltman, S., & Price, A. (2014). ‘I’m coming back again!’ The resilience process of early career teachers. Teachers and Teaching: Theory and Practice, 20, 547–567. https://doi.org/10.1080/13540602.2014.937958.
Mansfield, C. F., Beltman, S., Broadley, T., & Weatherby-Fell. (2016). Building resilience in teacher education: An evidenced informed framework. Teaching and Teacher Education, 54, 77–87. https://doi.org/10.1016/j.tate.2015.11.016.
Morgan, M. (2011). Resilience and recurring adverse events: Testing an assets-based model of beginning teachers’ experiences. The Irish Journal of Psychology, 32(3–4), 92–104. https://doi.org/10.1080/03033910.2011.613189.
OECD. (2005). Teachers matter: Attracting, developing and retaining effective teachers. Paris: OECD.
Papatraianou, L. H., & Le Cornu, R. (2014). Problematizing the role of personal and professional relationships in early career teacher resilience. Australian Journal of Teacher Education, 39, 100–106. https://doi.org/10.14221/ajte.2014v39n1.7.
Price, A., Mansfield, C. F., & McConney, A. (2012). Considering ‘teacher resilience’ from critical discourse and labour process theory perspectives. British Journal of Sociology of Education, 33, 81–95. https://doi.org/10.1080/01425692.2011.614748.
Schelvis, R. M. C., Zwetsloot, G. I. J. M., Bos, E. H., & Wiezer, N. M. (2014). Exploring teacher and school resilience as a new perspective to solve persistent problems in the educational sector. Teachers and Teaching, 20(5), 622–637. https://doi.org/10.1080/135.
Schwarze, J., & Wosnitza, M. (2018a). How does apprentice resilience work? The conceptualisation of a generic process model of resilience and its application to vocational settings. In M. Wosnitza, F. Peixoto, S. Beltman, & C. F. Mansfield (Eds.), Resilience in education: Concepts,contexts and connections (pp. 35–51). New York: Springer.
Sharplin, E., O’Neill, M., & Chapman, A. (2011). Coping strategies for adaptation to new teacher appointments: Intervention for retention. Teaching and Teacher Education, 27, 136–146. https://doi.org/10.1016/j.tate.2010.07.010.
Silva, J. C. (2013). Clima escolar, satisfação, stresse profissional e colaboração entre professores: Que relações? (School climate, job satisfaction, professional stress and collaboration between teachers: What kind of relations?). Unpublished PhD thesis, Universidade Aberta, Lisboa, Portugal.
Sumsion, J. (2004). Early childhood teachers’ constructions of their resilience and thriving: A continuing investigation. International Journal of Early Years Education, 12, 275–290. https://doi.org/10.1080/0966976042000268735.
Tait, M. (2008). Resilience as a contributor to novice teacher success, commitment, and retention. Teacher Education Quarterly, 35, 57–76.
Tschannen-Moran, M., & Woolfolk Hoy, A. (2007). The differential antecedents of self-efficacy beliefs of novice and experienced teachers. Teaching and Teacher Education, 23, 944–956. https://doi.org/10.1016/j.tate.2006.05.003.
Tugade, M. M., & Fredrickson, B. L. (2004). Resilient individuals use positive emotions to bounce back from negative emotional experiences. Journal of Personality & Social Psychology, 86, 320–333. https://doi.org/10.1037/0022-3514.86.2.320.
Wosnitza, M., Morgan, M., Nevralova, K., Cefai, C., Henkel, M., Peixoto, F., et al. (2013). Keeping cool Europe – ENhancing Teacher REsilience in Europe. Application lifelong learning programme. Submission number 539590-LLP-1-2013-1-DECOMENIUS-CMP.
Wosnitza, M., O’Donnell, M., Morgan, M., Mansfield, C. F., Beltman, S., et al. (2014). Teachers resilience in Europe. A theoretical framework. Aachen: ENTREE. Retrieved from http://entree-project.eu/wp-content/uploads/2014/11/ENTREE1-new-v2_EN-1.pdf.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2018 Springer International Publishing AG, part of Springer Nature
About this chapter
Cite this chapter
Peixoto, F., Wosnitza, M., Pipa, J., Morgan, M., Cefai, C. (2018). A Multidimensional View on Pre-service Teacher Resilience in Germany, Ireland, Malta and Portugal. In: Wosnitza, M., Peixoto, F., Beltman, S., Mansfield, C.F. (eds) Resilience in Education. Springer, Cham. https://doi.org/10.1007/978-3-319-76690-4_5
Download citation
DOI: https://doi.org/10.1007/978-3-319-76690-4_5
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-76689-8
Online ISBN: 978-3-319-76690-4
eBook Packages: EducationEducation (R0)