Resilient Teachers, Resilient Schools

Name: Resilient Teachers, Resilient Schools
Brand: Unknown
SKU: 9780415818933
Price: 365.0 NZD
Availability: InStock

Building and sustaining quality in testing times

By Christopher Day and Qing Gu

Series: Teacher Quality and School Development

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Summary

Resilient Teachers, Resilient Schools explores the complex interplay between teachers' psychological and professional strengths, workplace environments, and leadership support that enable educators to sustain their impact throughout their careers despite changing policies and personal challenges. Drawing on diverse research fields and vivid international teacher accounts, the authors reveal that resilience is not just bouncing back from adversity but an everyday capacity to maintain commitment and effectiveness amid professional uncertainties.

The book argues that teacher resilience can be nurtured through supportive intellectual, social, and organisational settings rather than seen as an innate trait, offering vital insights for those seeking to enhance educational quality and standards.
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Format: Hardback

$365⁰⁰

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Resilient Teachers, Resilient Schools

$365⁰⁰

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This book is essential for policy makers, head teachers, educators, and training organisations focused on fostering sustainable teacher commitment and school improvement in challenging environments.

Description

This book unpicks the complex, dynamic blend of individuals’ psychological and professional assets, workplace conditions, and leadership support which enable teachers who stay in teaching to continue to make a difference in their careers, regardless of shifts in policy, workplace, professional, and personal circumstances.

Whilst much has been written over the years about teacher stress and burnout, there is very little research which reports on the conditions essential for teachers to sustain their commitment and effectiveness over their professional lives, in contexts of challenge and change. Drawing upon a range of educational, psychological, socio-cultural, and neuro-scientific research, together with vivid accounts from teachers in a variety of primary and secondary schools internationally, and from their own research on teachers’ work and identities, the authors discuss the dynamic nature, forms, and practices of teacher resilience. They argue that resilience in teachers is not only their ability to bounce back in extremely adverse circumstances but that it is the capacity for everyday resilience which enables them to sustain their commitment and effectiveness in responding positively to the unavoidable uncertainties inherent in their professional lives.

The authors conclude that resilience in teachers can be nurtured by the intellectual, social, and organisational environments in which teachers work and live, rather than being simply a personal attribute or trait, determined by nature. Resilient Teachers, Resilient Schools will be of key interest to policymakers, headteachers, teachers, and training and development organisations who wish to improve quality and standards in schools.