Session Information
00 SES 11 B, Inclusion and Exclusion at the Heart of Global Perspectives on Teacher Resilience
Symposium
Contribution
This study investigated how Chinese teachers working in socio-economically disadvantaged rural schools draw upon their capacities for resilience to maintain a sense of professional identity, motivation and commitment. Drawing upon Bronfenbrenner’s ecological system theory and in-depth interviews with eight teachers with different years of experience, the study identified a range of personal, relational, organisational and policy influences which are specific to the rural contexts and which challenge teachers’ capacity to be resilient. Ten personal and contextual resources were perceived to be essential in enabling them to sustain their everyday resilience over time. Personal resources, which acted as inner drives or buffers against burnout, included occupational commitment, strong intrinsic motivation, and academic optimism. Trusting relationships in school and various internal and external professional networks were also found to be important contextual resources for rural teachers working in remote areas to overcome challenges and sustain their capacity to committed and resilient.
References
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