Christopher Day firstname.lastname@example.org
Influences on the capacities for emotional resilience of teachers in schools serving disadvantaged urban communities: challenges of living on the edge
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.
|Journal Article Type||Article|
|Journal||Teaching and Teacher Education|
|Peer Reviewed||Peer Reviewed|
|APA6 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, doi:10.1016/j.tate.2016.05.015|
|Keywords||Emotional Resilience, Urban Schools, Variations in Teacher Capacity, Leadership, Sources of Support|
|Copyright Statement||Copyright information regarding this work can be found at the following address: http://creativecommons.org/licenses/by-nc-nd/4.0|
TATE FINAL 120516.pdf
Copyright information regarding this work can be found at the following address: http://creativecommons.org/licenses/by-nc-nd/4.0
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