Challenging Teacher Resilience through Disruptive Student Behavior (original) (raw)
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School principals have a great responsibility to the novice teachers in order to regulate their professional development processes and to be effective in classroom management. For this reason, school principals are an important factor in the continuous self-improvement of new teachers and the effective progress of their professional development processes. Teacher is believed to be a resilient person who develops human values, leads society, thinks scientifically, is socially and politically effective, successful in human relations, prone to problem solving, understands the social and cultural situations of the students, questions the existing inequalities and is an expert in the field. The aim of this study is to evaluate the views of the school principals over promoting resilience in novice teachers working in various Secondary Schools and determine their roles on this issue. We asked two open ended questions to the participant principals to obtain the data: “Why is the resilience important for teachers to be effective in teaching?”, “What do you recommend novice teachers to be resilient in classroom environment?”. We used a qualitative research method to evaluate and compare the views of the principals, and to determine their roles on promoting resilience in novice teachers in classroom environment. The research was carried out with the participation of six secondary school principals working in various high schools in some cities in Turkey. According to the data obtained from principals, we can argue that the principals have the most important roles for novice teachers to be resilient in teaching process through bringing new teachers together for formal coaching opportunities, talking about strategies to manage strong emotions, and increasing awareness of interpretation.
Thriving not just surviving: A review of research on teacher resilience.
Retaining teachers in the early stages of the profession is a major issue of concern in many countries. Teacher resilience is a relatively recent area of investigation which provides a way of understanding what enables teachers to persist in the face of challenges and offers a complementary perspective to studies of stress, burnout and attrition. We have known for many years that teaching can be stressful, particularly for new teachers, but little appears to have changed. This paper reviews recent empirical studies related to the resilience of early career teachers. Resilience is shown to be the outcome of a dynamic relationship between individual risk and protective factors. Individual attributes such as altruistic motives and high self-efficacy are key individual protective factors. Contextual challenges or risk factors and contextual supports or protective factors can come from sources such as school administration, colleagues, and pupils. Challenges for the future are to refine conceptualisations of teacher resilience and to develop and examine interventions in multiple contexts. There are many opportunities for those who prepare, employ and work with prospective and new teachers to reduce risk factors and enhance protective factors and so enable new teachers to thrive, not just survive.