The Teacher Resilience Model: A Framework to Understand the Balancing of Adversity and Supportive Resources.
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| Title: | The Teacher Resilience Model: A Framework to Understand the Balancing of Adversity and Supportive Resources. |
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| Authors: | Squires, Vicki1 vicki.squires@usask.ca, Clarke, Margaret2 mclarke@briercrest.ca, Walker, Keith1 keith.walker@usask.ca |
| Source: | International Studies in Educational Administration (Commonwealth Council for Educational Administration & Management (CCEAM)). 2023, Vol. 51 Issue 2, p49-64. 16p. |
| Subject Terms: | *Career development, *Teacher training, *Teacher educators, *School boards, *School environment |
| Abstract: | The Teacher Resilience Model is a theoretical framework for understanding teacher resilience that is valuable for teachers, administrators, school boards, and teacher training programs. This article describes the adaption of the Clergy Resilience Model (Clarke 2023) to the teaching profession and highlights resilience as a dynamic process with a fluid nature based on changing factors. The Teacher Resilience Model (TRM) incorporates categories of adversity and identifies supportive resources specific to teachers. The model is focused on systemic approaches to building resilience by examining the context, the resources available, and engaging in one’s own self-reflection and appraisal of the situation. Adversity and challenges encountered by teachers include the categories of personal challenges as caring professionals, lack of professional development, relational and emotional demands of the role, societal expectations, and demanding school settings and environment. Resources that were considered by teachers to support their resilience included the categories of relationships and personal connections, mentorship especially in the first few years in the field, teaching resources and materials. The teachers’ appraisal of the situation and their identification of the balance of everyday adversity and the resources available are critical in supporting the development of adaptive responses and building resiliency [ABSTRACT FROM AUTHOR] |
| Copyright of International Studies in Educational Administration (Commonwealth Council for Educational Administration & Management (CCEAM)) is the property of Commonwealth Council for Educational Administration & Management (CCEAM) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 180348910 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=180348910 |
| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 16 StartPage: 49 Subjects: – SubjectFull: Career development Type: general – SubjectFull: Teacher training Type: general – SubjectFull: Teacher educators Type: general – SubjectFull: School boards Type: general – SubjectFull: School environment Type: general Titles: – TitleFull: The Teacher Resilience Model: A Framework to Understand the Balancing of Adversity and Supportive Resources. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Squires, Vicki – PersonEntity: Name: NameFull: Clarke, Margaret – PersonEntity: Name: NameFull: Walker, Keith IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 05 Text: 2023 Type: published Y: 2023 Identifiers: – Type: issn-print Value: 13241702 Numbering: – Type: volume Value: 51 – Type: issue Value: 2 Titles: – TitleFull: International Studies in Educational Administration (Commonwealth Council for Educational Administration & Management (CCEAM)) Type: main |
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