Development of Resilience among Chinese Rural Teachers: A Social Ecological Perspective

Autor/inn/en	Wang, Xiaoli; Lo, Leslie N. K.
Titel	Development of Resilience among Chinese Rural Teachers: A Social Ecological Perspective
Quelle	In: Teachers and Teaching: Theory and Practice, 28 (2022) 5, S.533-554 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wang, Xiaoli)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-0602
DOI	10.1080/13540602.2022.2062743
Schlagwörter	Foreign Countries; Elementary School Teachers; Beginning Teachers; Resilience (Psychology); Disadvantaged Environment; Rural Schools; Social Systems; Ecology; Barriers; Interpersonal Relationship; Parent Teacher Cooperation; Interprofessional Relationship; Influences; Context Effect; China + Suchen Sie Ihr Suchwort? Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Junior teacher; Junglehrer; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Social system; Soziales System; Ökologie; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Influence; Einfluss; Einflussfaktor
Abstract	Teacher resilience is regarded as a professional attribute that enables school teachers to cope with adversities in their work life in order to sustain continuous professional development. This paper aims to investigate the development of resilience among novice teachers in a primary school in rural China from a social ecological perspective. It attempts to trace the developmental paths of resilience among Chinese teachers working in an economically deprived area, and to elucidate their trials and tribulations as interactions with different social ecosystems affect the growth of their resilience. The paper's findings suggest that novice teachers working in rural education in China have to deal with context-specific adversities that are shaped by educational tradition and school reform. Accordingly, the resilience development of novice teachers follows three discernible pathways, which lead to different capabilities. In the process, the interplay of multifaceted situational factors and the interaction among different ecosystems yield a range of cumulative influences on their resilience development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01