Can resilience and teacher professional growth lead to school success? A structural equational approach

• In Event: AERA Roundtable Session Saturday 11:45 am - Gold 1
  In Roundtable Session: Advancing In-Service Professional Development for Teacher Socio-emotional Competencies

Abstract

This study examines a new theoretical model integrating teachers’ personal values and quality, self-efficacy, resilience, professional growth, and perceived school improvement. Resilience, which requires robust professional values and quality and teacher efficacy, is a necessary individual and collective professional quality for teachers and contributes to perceived school success. Raising teacher professional growth guided by setting professional standards supports teachers’ professional development paths and drives school improvement. This study explored the validity of our theoretical model using a structural equation approach. Results indicated that resilience interacted with self-efficacy and personal values and quality in their impact on teachers’ professional growth, ultimately enhancing perceived school improvement. There may be negative implications for policies attempting to support professional development while neglecting teacher resilience.

Authors

• James Ko, The Education University of Hong Kong

• Ye Wang, The Education University of Hong Kong

• Haiyan Qian, Chinese University of Hong Kong

• Allan David Walker, The Education University of Hong Kong