Qiong, L;
Gu, Q;
He, W;
(2019)
Resilience of Chinese Teachers: Why Perceived Work Conditions and Relational Trust Matter.
Measurement: Interdisciplinary Research and Perspectives
, 17
(3)
pp. 143-159.
10.1080/15366367.2019.1588593.
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GU Teacher resilience in China 201902_QG_No Track Changes.pdf - Accepted Version Download (1MB) | Preview |
Abstract
This paper aims to explore the conceptual construct of teacher resilience and the impact of organisational and relational conditions on teachers’ capacity to sustain their resilience. The research upon which the paper is based adopted a mixed-methods design to investigate the nature of resilience of a sample of 455 primary and secondary school teachers in Beijing. The paper reports results from the questionnaire analyses. Confirmatory factor analysis and structural equation modelling (SEM) were used to test the direct and indirect effects of school leaders, work conditions and relational trust between colleagues in predicting teachers’ capacity to sustain their resilience in the classroom. The results support the validity and reliability of the construct components of teacher resilience. They also demonstrate that the quality of work conditions and relational trust can significantly predict teacher resilience. The findings highlight the significance of school contexts oi developing teachers’ resilience qualities and have important implications for teacher recruitment and retention.
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