Resilience of Chinese Teachers: Confirming a New Construct

• In Event: 72.042 - Mirror, Mirror on the Wall: Reflection on Identities and Practice in Teachers' Lives

Abstract

This paper explores the construct of teacher resilience and the ways in which organizational and relational conditions influence teachers’ capacity to be resilient. The research upon which the paper is based adopted a mixed-methods design involving a sample of 455 primary and secondary school teachers in Beijing. This paper reports results from the questionnaire analyses. Confirmatory factor analysis and structural equation modelling (SEM) were used and results supported the validity and reliability of the construct of teacher resilience at the individual level. The analyses also revealed robust underlying dimensions of school leadership, relational and organisational conditions and their direct and indirect effects on resilience in teachers. The paper contributes empirically-grounded evidence to the development of knowledge of teacher resilience.

Authors

• Qing Gu, University of Nottingham

• Qiong Li, Beijing Normal University