Promoting Resilience in Higher Education
Definitions of Resilience
Social ecological definition
Resilience is considered a dynamic, multidimensional, developmental construct that is influenced by individual circumstance, situation and environment[1]. An individual’s capacity for resilience is reliant not only on their previous experiences, social networks and personal internal assets such as temperament, confidence and agency, but also by their socio-cultural contexts and the relationships within these contexts. Based on a focused review of the resilience research[3][5][6][7] teacher resilience is understood to be a process where an individual draws on personal resources (such as motivation and optimism), contextual resources (such as school culture and collegial relationships) using different strategies (such as help-seeking and setting boundaries) to enable resilience outcomes (such as job satisfaction and wellbeing). The expanded factors of teacher resilience are outlined in the table below and the process is seen to be dynamic and iterative. While resilience more generally can be defined as the process an individual undertakes to adapt in positive ways to challenging circumstances[4], teacher resilience is “the capacity to maintain equilibrium and a sense of commitment and agency in the everyday worlds in which teachers work”[2]. As such teacher resilience is understood to be more than ‘bouncing back’, instead demonstrating the capacity to manage the complex demands of teaching while continuing on an upwards trajectory of professional growth.
Personal resources
- Motivation
- Efficacy
- Sense of purpose
- Optimism
- Social and emotional competence
- Initiative
- Sense of vocation hope
- Empathy
- High expectations
- Value
- Courage
Contextual resources
- School leaders
- Colleagues
- Relationships with students
- School culture
- Mentors
- Trust
- Recognition
- Autonomy
- Family support
- Social networks
- Opportunities for participation
- Emotional support
- Collaboration
- Induction programs
Strategies
- Work-life balance
- Problem solving
- Professional learning
- Goal setting
- Setting boundaries
- Reflection
- Humour
- Communication
- Help-seeking
- Faith practices
- Time management
- Persistence
- Emotional regulation
- Opportunity for renewal
- Mindfulness
Outcomes
- Wellbeing
- Commitment
- Job satisfaction
- Agency
- Enthusiasm
- Sense of belonging
- Responsibility
- Passion
- Enjoyment
- Engagement
From: Mansfield, C. F., Beltman, S., Broadley, T., & Weatherby-Fell, N. (2016). Building resilience in teacher education: An evidenced informed framework. Teaching and Teacher Education, 54, 77-87. doi:10.1016/j.tate.2015.11.016
- ^Day, C., & Gu, Q. (2014). Response to Margolis, Hodge and Alexandrou: misrepresentations of teacher resilience and hope.
(4), 409-412. - ^Gu, Q., & Day, C. (2013). Challenges to teacher resilience: Conditions count. British Educational Research Journal, 39(1), 22-44
- ^Beltman, S. Mansfield, C., & Price, A. (2011). Thriving not just surviving: A review of research on teacher resilience. Educational Research Review, 6(3), 185-207.
- ^Fletcher, D. & Sarkar, M. (2013). "Psychological Resilience A Review and Critique of Definitions, Concepts, and Theory". European psychologist (1016-9040), 18(1), 12-23. doi.org.ezp01.library.qut.edu.au/10.1027/1016-9040/a000124
- ^Mansfield, C. F., Beltman, S., Price, A., & McConney, A. (2012). “Don’t sweat the small stuff:” Understanding teacher resilience at the chalkface. Teaching and Teacher Education, 28(3), 357-367.
- ^Mansfield, C., Beltman, S., & Price, A. (2014). ‘I’m coming back again! ’The resilience process of early career teachers. Teachers and Teaching, 20(5), 547-567.
- ^Mansfield, C. F., Beltman, S., Broadley, T., & Weatherby-Fell, N. (2016). Building resilience in teacher education: An evidenced informed framework. Teaching and Teacher Education, 54, 77-87.
