Date: 27 Nov 2012
Fostering Resilience: A Necessary Skill for Teacher Retention
- Patricia A. Doney
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The goal of this qualitative 2-year study was to examine the resilience building process in four novice secondary science teachers and its link to teacher retention. To achieve the research goal, a resilience framework was established. Three factors were instrumental in creating the framework. The first focused on stressors and protective factors in the lives of novice secondary science teachers and provided direction and goals for the research. Second, a case study was developed for each of the four teachers participating in the research in order to emphasize the detailed analysis of factors linked to resilience. Finally, cross-case analysis was employed to identify similarities and differences and provide insight into issues concerning the resilience process. Results of this study suggest that the interaction between stressors and protective factors acts as a primary force in the resilience process and stimulate responses to help counteract negative effects of resulting stress. Therefore, it can be reasoned that resilience can be fostered in novice teachers as a means to encourage teacher retention.
The manuscript is based on data also used in a longitudinal study for a doctoral dissertation entitled, “The Resilience Process in Novice Secondary Science Teachers” by Patricia A. Doney, 2010.
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- Fostering Resilience: A Necessary Skill for Teacher Retention
Journal of Science Teacher Education
Volume 24, Issue 4 , pp 645-664
- Cover Date
- Print ISSN
- Online ISSN
- Springer Netherlands
- Additional Links
- Resilience process
- Resilience framework
- Protective factors
- Novice science teachers
- Support systems
- Patricia A. Doney (1) (2)
- Author Affiliations
- 1. Athens Technical College, Athens, GA, USA
- 2. 321 Timber Creek Drive, Athens, GA, 30605, USA