Resilient Teachers, Resilient Schools
Sustaining quality in testing times
To Be Published December 15th 2013 by Routledge – 224 pages
Whilst much has been written over the years about teacher stress and burnout, there is very little research which reports on the resilient quality which is central for teachers’ to sustain their commitment and effectiveness in contexts of challenge and change. This book focuses upon the teachers who stay in teaching and continue to strive for the best in their careers, regardless of shifts in policy, professional and personal circumstances.
Using vivid accounts from teachers in a variety of primary and secondary schools, this book discusses the dynamic nature, forms and practices of resilience. Extensive research into teachers’ work and lives over the last decade has proved that resilience in teachers is more than just the ability to bounce back in extremely adverse circumstances. Instead, everyday resilience enables teachers to respond positively to the unavoidable uncertainties inherent in everyday professional lives, allowing them to sustain their commitment, wellbeing and effectiveness. Continuing moral purpose, pedagogical competence and organisational support are crucial conditions for teachers to retain their capacity to be resilient.
The resilient teachers described in this book draw upon reservoirs of hope, vocational strength and colleague and leadership support. Their experiences provide rich illustrations of scenarios and sites of struggle, and offer an abundant empirical basis for the book to examine the psychological, social and policy conditions which influence teachers’ sense of identity and professionalism. The research presented clearly shows policy makers, head teachers, and training and development organisations the importance of building and nurturing resilience in their efforts to improve quality and standards in schools.
Part I: The Nature of Teacher Resilience 1: Teachers’ Work and Lives: Why Resilience is Needed 2: The Nature of Resilience: Interdisciplinary Research Perspectives Part II: Building Resilience in Teachers: Contexts Count 3: Resilience and the Individual Teacher: The Role of the Vocational Self 4: Resilience in the Relational Setting: Learning and Developing Together in Communities of Practice 5: Resilience in Different Organisational Settings: School Leadership Matters Part III: Why Teacher Resilience Matters 6: Resilience and Teachers’ Professional Identity: An Iterative Relationship 7: The Role of Resilience in Teachers’ Career Long Commitment and Effectiveness: Cases from the Field 8: Beyond Survival: Sustaining Teacher Resilience in Times of Change
Christopher Day is Emeritus Professor of Education at the University of Nottingham, UK.
Qing Gu is an Associate Professor in the Centre for Research in Schools and Communities in the School of Education, University of Nottingham, UK.