Teacher Persistence/Resilience in Relation to Professional Development: A Systematic Literature Review

Abstract

In the education sector, teachers’ persistence and resilience has been a topic of considerable debate, prompting us to question how professional development of teachers can enhance persistence and resilience among teachers. Current study highlights the importance of teacher’s behaviour and their vital role in education system.  To date, no systematic review has provided the answer to this question. Thus, this systematic review has presented a synthesis of six studies that have related teachers’ persistence and resilience to the professional development of teachers. The studies, two of which were qualitative, three quantitative, and one mixed method, detail evidence of teachers’ professional development leading to teachers’ persistence and resilience. For data collection surveys and semi-structured interviews has been conducted for collecting general data. The review results highlighted that professional development programs for teachers can enhance persistence and resilience among teachers, but these programs should be developed by focusing on carefully-chosen teacher and relevant institutional factors. Every teacher’s professional development has an impact on their capabilities to determine their role in education. There is a significant relation between teacher’s professional development and resilience. It is important to promote providing more nearer look to see how teachers feel and think and create more approaches to educate them.    Received: 17 January 2024 / Accepted: xx June 2024 / Published: 5 July 2024