Teacher wellbeing and resilience: towards an integrative model

IF 2.7 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Research Pub Date : 2021-10-02 DOI:10.1080/00131881.2021.1980416

T. Hascher, S. Beltman, Caroline F. Mansfield

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引用次数: 31

Abstract

ABSTRACT Background Teacher wellbeing and teacher resilience are frequently used constructs when discussing and researching teachers’ work and lives. However, these terms are often used interchangeably and without clarification, highlighting a need to strengthen both conceptual clarity and understanding of the relationship between wellbeing and resilience in teacher research. Purpose To address this need, our discussion paper examines how teacher wellbeing and teacher resilience have been conceptualised and introduces an integrative model that aims to elucidate the relationship between the two. Sources of evidence and main argument First, we reviewed papers that addressed teacher wellbeing as well as teacher resilience during the last 10 years. In terms of their relationship, we identified four different positions. The most prominent position was that teacher resilience supports the maintenance and development of teacher wellbeing. Second, based on these findings, we developed the Aligning Wellbeing and Resilience in Education (AWaRE) model to specify the relationship between the two constructs and the key aspects of a resilience process. We explain the framework, the individual components of the model and outline the crucial role of appraisals and emotions within the resilience process. We also discuss how this model contributes to the field and may be used as a framework for future research. Conclusion The AWaRE model describes a resilience process that is embedded in contextual as well as individual challenges and resources. Within the process, the individual teacher aims at maintaining, restoring and developing their wellbeing. Further research is needed, including empirical validation of the model across the teaching profession. However, the AWaRE model is proposed as a useful tool that can help to clarify the constructs of resilience and wellbeing in educational contexts, and can assist educational practitioners to better understand the resilience process.

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教师幸福感和复原力：走向一体化模式

摘要背景教师幸福感和教师弹性是讨论和研究教师工作和生活时经常使用的概念。然而，这些术语经常互换使用，没有澄清，这突出了在教师研究中加强概念清晰度和对幸福感和韧性之间关系的理解的必要性。目的为了满足这一需求，我们的讨论论文探讨了教师幸福感和教师弹性是如何概念化的，并引入了一个旨在阐明两者之间关系的综合模型。证据来源和主要论点首先，我们回顾了过去10年中关于教师幸福感和教师韧性的论文。就他们的关系而言，我们确定了四种不同的立场。最突出的立场是，教师韧性支持教师幸福感的维护和发展。其次，基于这些发现，我们开发了“调整教育中的幸福感和韧性”（AWaRE）模型，以明确这两个结构之间的关系以及韧性过程的关键方面。我们解释了框架、模型的各个组成部分，并概述了评估和情绪在恢复过程中的关键作用。我们还讨论了该模型如何为该领域做出贡献，并可作为未来研究的框架。结论AWaRE模型描述了一个嵌入情境以及个人挑战和资源中的恢复力过程。在这个过程中，教师个人的目标是维持、恢复和发展他们的幸福感。还需要进一步的研究，包括在整个教师行业对该模型进行实证验证。然而，AWaRE模型被认为是一个有用的工具，可以帮助阐明教育背景下的复原力和幸福感的结构，并可以帮助教育从业者更好地理解复原力过程。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Educational Research EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.00

自引率

2.90%

发文量

期刊介绍： Educational Research, the journal of the National Foundation for Educational Research (NFER), was established in 1958. Drawing upon research projects in universities and research centres worldwide, it is the leading international forum for informed thinking on issues of contemporary concern in education. The journal is of interest to academics, researchers and those people concerned with mediating research findings to policy makers and practitioners. Educational Research has a broad scope and contains research studies, reviews of research, discussion pieces, short reports and book reviews in all areas of the education field.