Figure 1. Graphic conceptualization of resilience in education theoretical framework. Copyright 2004 by E. Polidore. Adapted with permission. Developmental Perspective (Life Cycle)
Ecological Perspective Deeply Committed
Moral/ Spiritual Support
Resilient Educator Enjoys Change
Flexible Locus of Control
Bias for Optimism
Can Control Events
Positive Relationships
Education Important
Efficacy
How Administrators Can Foster Resilience in Teachers For public school administrators to achieve the academic goals established each year requires continuity and retention of the teaching staff. Retaining both new and experienced teachers requires that teachers be provided with the necessary resources and administrative support, but, most importantly, administrators must model what is expected and engage in practices that will encourage the retention of teachers from one year to the next. The behaviors and expectations of teachers are often exemplified in the school’s leader. If an administrator does not exhibit positive behavior, it is likely that the teachers on the staff may not exhibit positive behavior. If an administrator has low expectations of the staff, the teachers may have low expectations of their students. Therefore, the school’s leader must demonstrate and model what is expected of the teachers so that they can meet the challenges that occur in the education profession and experience job satisfaction. Experiencing job satisfaction will likely increase teacher retention. The administrator must model resilience
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and provide professional development opportunities for teachers to learn how to become resilient. Administrators can develop models of resilience using Polidore’s (2004) resilience theory model and the additional theme of efficacy to retain teachers.
to build resilience. Administrators should research the benefits of the professional learning community model, which includes scheduling time during the day for teachers to interact as professionals by sharing ideas, discussing common problems, and seeking solutions that will aid in building their resilience as classroom teachers.Additionally, effective administrators also recognize the importance of showing teachers value and appreciation for the work they do. Effective leaders also recognize the role that experienced mentors play in developing positive relationships with new teachers. Meaningful relationships with mentors may have a profound impact on the decision of early-year teachers to stay in education. Administrators who (a) demonstrate concern for teachers, (b) seek their input, (c) develop opportunities to showcase their talents and increase job satisfaction, and (d) trust them to do their job may ultimately impact teacher resilience and teacher retention.
Autonomy
In this era of accountability and high-stakes standardized testing, the focus for school administrators and teachers is on meeting the academic needs of the students, as it should be; however, dedicated teachers have Applying Polidore’s Modified the personal need to connect with students Resilience Theory Model through creativity and innovativeness. In order to keep these teachers in the Administrators, when developing a profession, and to maintain their enthusiasm resilience model to apply to teachers, may about teaching and molding young minds, include the following components and administrators and policymakers must not correlating resilience theme. forget that in order to build resilience in teachers, they must be given the flexibility Positive Relationships to exercise autonomy. Teachers must be Positive relationships with colleagues, given the opportunity to use their resources administrators, students, and parents are a to connect with their students creatively. key factor in helping teachers to remain Understanding how teachers can sustain in the teaching profession. Professional their energy and passion for teaching will learning communities provide teachers with help administrators, teacher preparation the opportunity to engage in professional programs, and policymakers to provide discourse and to serve as an avenue professional development opportunities that provides teachers with the type of that will nurture this important need. collegiality that fosters the support needed