Influences on the capacities for emotional resilience of teachers in schools serving disadvantaged urban communities: Challenges of living on the edge
Christopher Day, School of Education, United Kingdom ; Ji Hong, Department of Educational Psychology, United States
TATE Volume 59, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd
This paper investigates how teachers in one school in a socio-economically disadvantaged urban setting draw upon their capacities for resilience to maintain a sense of positive professional identity, commitment and moral purpose. It identifies the dynamic influences of individual, school environment, relational, leadership and external personal and policy contexts. The findings show that the capacity for ‘emotional resilience’ is essential for teachers who constantly “live on the edge,” as they seek to manage everyday, intensive pupil motivational and behavioral challenges whilst responding to demands for raising standards of teaching, learning and attainment.
Day, C. & Hong, J. (2016). Influences on the capacities for emotional resilience of teachers in schools serving disadvantaged urban communities: Challenges of living on the edge. Teaching and Teacher Education: An International Journal of Research and Studies, 59(1), 115-125. Elsevier Ltd.