Authors: Théorêt, Manon¹; Garon, Roseline²; Hrimech, Mohamed³; Carpentier, Anylène

Source: International Review of Education / Internationale Zeitschrift für Erziehungswissenschaft / Revue internationale de l'éducation, Volume 52, Number 6, December 2006 , pp. 575-598(24)

Publisher: Springer

Abstract:

AN EXPLORATION OF THE EDUCATIONAL RESILIENCE OF TEACHING STAFF - This study focuses on the degree of resilience displayed by teaching staff with the aim of promoting their professional development and preventing job-related exhaustion. Seven underprivileged schools in Montreal were selected, and 24 teaching staff with contrasting personal profiles were interviewed on the subject of their work. The Alceste software was used to analyse the conversations, which revolved around techniques applied when dealing with critical incidents. The main analysis identified five different discourses among the respondents. Three of these were associated with the more resilient of the teachers and two were associated with the more vulnerable ones. Resilient teaching staff characteristically discussed dealing with aggressive behaviour, the teaching-learning relationship and the subject of social relationships, whereas vulnerable teaching staff focused on work beyond the classroom, people in positions of higher authority and the community. The authors note that teachers who are just embarking on their careers appear more vulnerable than more experienced teaching staff, which suggests that more resources should be provided to support teachers in their profession.

Document Type: Research article

DOI: http://dx.doi.org/10.1007/s11159-006-9012-1

Affiliations: 1: Email: manon.theoret@umontreal.ca 2: Email: roseline.garon@umontreal.ca 3: Email: Mohamed.hrimech@umontreal.ca

Publication date: 2006-12-01

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