Influences on the capacities for emotional resilience of teachers in schools serving disadvantaged urban communities: challenges of living on the edge

Day, Christopher

Abstract

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 behavioural challenges whilst responding to demands for raising standards of teaching, learning and attainment.

Citation

Day, C. (in press). 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, 59, https://doi.org/10.1016/j.tate.2016.05.015

• Journal Article Type: Article
• Acceptance Date: May 17, 2016
• Online Publication Date: Jun 15, 2016
• Deposit Date: Jul 5, 2016
• Publicly Available Date: Jul 5, 2016
• Journal: Teaching and Teacher Education
• Print ISSN: 0742-051X
• Electronic ISSN: 0742-051X
• Publisher: Elsevier
• Peer Reviewed: Peer Reviewed
• Volume: 59
• DOI: https://doi.org/10.1016/j.tate.2016.05.015
• Keywords: Emotional Resilience, Urban Schools, Variations in Teacher Capacity, Leadership, Sources of Support
• Public URL: https://nottingham-repository.worktribe.com/output/794938
• Publisher URL: http://www.sciencedirect.com/science/article/pii/S0742051X16300956
• Contract Date: Jul 5, 2016