Resilient teachers, resilient schools : building and sustaining quality in testing times /

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Bibliographic Details
Author / Creator:	Day, Christopher, 1943- author.
Imprint:	Abingdon, Oxon : Routledge, 2014.
Description:	xviii, 174 pages ; 25 cm.
Language:	English
Series:	Teacher quality and school development series Teacher quality and school development series.
Subject:	Teachers -- Psychology. Resilience (Personality trait) Resilience (Personality trait) Teachers -- Psychology.
Format:	Print Book
URL for this record:	http://pi.lib.uchicago.edu/1001/cat/bib/9861696

Hidden Bibliographic Details
Other authors / contributors:	Gu, Qing, author.
ISBN:	9780415818933 (hardback) 0415818931 (hardback) 9780415818957 (paperback) 0415818958 (paperback) 9780203578490 (ebook)
Notes:	Includes bibliographical references and index.
Summary:	"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 which are 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 of teachers for everyday resilience which enables them to sustain their commitment and effectiveness in responding positively to the unavoidable uncertainties inherent of 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 policy makers, head teachers, teachers and training and development organisations who wish to improve quality and standards in schools"--

Table of Contents:

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

Resilient teachers, resilient schools : building and sustaining quality in testing times /

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