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

Day, Christopher

Authors

Christopher Day christopher.day@nottingham.ac.uk



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.

Journal Article Type Article
Journal Teaching and Teacher Education
Print ISSN 0742-051X
Electronic ISSN 0742-051X
Publisher Elsevier
Peer Reviewed Peer Reviewed
Volume 59
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
DOI https://doi.org/10.1016/j.tate.2016.05.015
Keywords Emotional Resilience, Urban Schools, Variations in Teacher Capacity, Leadership, Sources of Support
Publisher URL http://www.sciencedirect.com/science/article/pii/S0742051X16300956
Copyright Statement 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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Copyright Statement
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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