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Teachers’ resilience and well-being: a role for educational psychology

Lookup NU author(s): Dr Simon Gibbs

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Abstract

In this paper we contend that an understanding of teachers’ attributions and efficacy beliefs should provide a basis of support for teachers who are concerned about their ability to manage children’s classroom behaviour. We outline findings from research that has examined teachers’ attributions for the causes of children’s misbehaviour, teachers’ beliefs in their efficacy as classroom managers of children’s behaviour as well as how, in principle, such beliefs may be supported and enhanced. We also relate these findings to those associated with educational and developmental outcomes for children. We conclude with some illustrative evidence (from consultation and interventions with teachers) of ways that applied psychologists have contributed to the professional well-being and resilience of teachers.


Publication metadata

Author(s): Gibbs S, Miller A

Publication type: Article

Journal: Teachers and Teaching : Theory and Practice

Year: 2014

Volume: 20

Issue: 5

Pages: 609-621

Online publication date: 03/10/2013

Acceptance date: 13/04/2013

ISSN (print): 1354-0602

ISSN (electronic): 1470-1278

Publisher: Routledge

URL: http://dx.doi.org/10.1080/13540602.2013.844408

DOI: 10.1080/13540602.2013.844408

Notes: The paper follows the lead author's participation in a series of ESRC Seminars ('An inter-disciplinary inquiry into the nature of resilience in teachers: Retention and effectiveness in times of change') hosted by the Universities of Nottingham and Oxford.


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