Know Your Why: The Resilience of Positive Experienced Teachers
Abstract views: 149
/ 
PDF downloads: 28
DOI:
https://doi.org/10.59455/qietp.34Keywords:
resilience, positive, experienced, teacher, intrinsic motivationAbstract
Amaç: Sorun, öğretmenlerin mesleğin doğasında var olan zorluklarla karşılaştıklarında okul topluluklarında bağlılıklarını ve dirençlerini korumalarının zor olmasıdır. Bu hermenötik fenomenolojik çalışmanın amacı, beş yıldan fazla öğretmenlik deneyimine sahip olumlu deneyime sahip öğretmenlerin yaşam deneyimlerindeki direnci incelemektir. Öz belirleme teorisini (ÖBT) kullanan bu çalışma, öğretmenlerin direncini özerklik, yeterlilik ve ilişki kurma gibi psikolojik ihtiyaçların karşılanmasıyla ilişkilendirmektedir.
Yöntem: Bu çalışmanın temel araştırma sorusu şuydu: Olumlu deneyime sahip öğretmenler, içsel motivasyonlarını artırarak direnç geliştirmenin yolları nelerdir? Bir günlük yazma önerisi, bireysel görüşmeler ve odak gruplarının üçgenlenmesi, dört kıtadan en az beş yıldır öğretmenlik uygulamalarına bağlı kalan 15 öğretmenin yaşanmış deneyimlerinden veri sağladı. Veriler, Atlas.ti yazılımı kullanılarak analiz edildi ve temalara ayrıldı.
Bulgular: Veriler, topluluk, kişisel değerlendirme, sağlıklı sınırlar ve içsel motivasyon yoluyla dayanıklılık temalarını ortaya koydu. Öğretmenler, neden öğrettiklerini ve bundan keyif aldıklarını açıkça bildiklerinde, zorluklardan sonra aynı veya daha yüksek bir seviyede devam edebilirler. Bütünü görmek, geçici zorlukların üstesinden gelmelerine ve öğretme sevgilerini sürdürmelerine olanak tanır.
Araştırma ve Uygulama İçin Sonuçlar : Olumlu deneyime sahip öğretmenler, tüm öğretmenlerle aynı stres faktörleriyle karşı karşıyadır ve zorlukların üstesinden gelmek, olumlu ve ilgili kalmak için öğretme nedenlerini sık sık gözden geçirerek öncelikle içsel motivasyona güvenirler. Olumlu deneyime sahip öğretmenleri belirlemek ve onlara güvenmek, okul ortamını güçlendirebilir.
References
Admiraal, W., Veldman, I., Mainhard, T., & Van Tartwijk, J. (2019). A typology of veteran teachers’ job satisfaction: Their relationships with their students and the nature of their work. Social Psychology of Education, 22, 337–355. https://doi.org/10.1007/s11218-018-09477-z DOI: https://doi.org/10.1007/s11218-018-09477-z
Aguilar, E. (2018). Onward: Cultivating emotional resilience in educators. John Wiley & Sons. DOI: https://doi.org/10.1002/9781119441731
Ainsworth, S., & Oldfield, J. (2019). Quantifying teacher resilience: Context matters. Teaching and Teacher Education, 82, 117–128. https://doi.org/10.1016/j.tate.2019.03.012 DOI: https://doi.org/10.1016/j.tate.2019.03.012
Allen, R., & Sims, S. (2018). The teacher gap. Routledge. DOI: https://doi.org/10.4324/9781315189222
Arviv Elyashiv, R., & Navon, Y. (2021). Teacher attrition: Human capital and terms of employment – Do they matter? Education Policy Analysis Archives, 29(76), 1–23. https://doi.org/10.14507/epaa.29.5965 DOI: https://doi.org/10.14507/epaa.29.5965
Bastian, A., Kaiser, G., Meyer, D., Schwarz, B., & König, J. (2022). Teacher noticing and its growth toward expertise: An expert–novice comparison with pre-service and in-service secondary mathematics teachers. Educational Studies in Mathematics, 110(2), 205–232. https://doi.org/10.1007/s10649-021-10128-y DOI: https://doi.org/10.1007/s10649-021-10128-y
Beck, J. S., Lunsmann, C., & Garza, T. (2020). “We need to be in the classroom more”: Veteran teachers’ views on teacher preparation and retention. The Professional Educator, 43(1), 91–99.
Beltman, S., & Poulton, E. (2019). “Take a step back”: Teacher strategies for managing heightened emotions. The Australian Educational Researcher, 46(4), 661–679. https://doi.org/10.1007/s13384-019-00339-x DOI: https://doi.org/10.1007/s13384-019-00339-x
Beymer, P. N., Ponnock, A. R., & Rosenzweig, E. Q. (2022). Teachers’ perceptions of cost: Associations among job satisfaction, attrition intentions, and challenges. The Journal of Experimental Education, 1–22. https://doi.org/10.1080/00220973.2022.2039997 DOI: https://doi.org/10.1080/00220973.2022.2039997
Bieler, D. (2018). The power of teacher talk: Promoting equity and retention through student interactions. Teachers College Press.
Boogren, T. H. (2021). Coaching for educator wellness: A guide to supporting new and experienced teachers (an interactive and comprehensive teacher wellness guide for instructional leaders). Solution Tree.
Bureau, J. S., Howard, J. L., Chong, J. X., & Guay, F. (2022). Pathways to student motivation: A meta-analysis of antecedents of autonomous and controlled motivations. Review of Educational Research, 92(1), 46–72. https://doi.org/10.3102/00346543211042426 DOI: https://doi.org/10.3102/00346543211042426
Calder, A. (2020). EU GDPR: An international guide to compliance. It Governance. DOI: https://doi.org/10.2307/j.ctv17f12nv
Carminati, L. (2018). Generalizability in qualitative research: A tale of two traditions. Qualitative Health Research, 28(13), 2094–2101. https://doi.org/10.1177/1049732318788379 DOI: https://doi.org/10.1177/1049732318788379
Carroll, A., Forrest, K., Sanders-O’Connor, E., Flynn, L., Bower, J. M., Fynes-Clinton, S., York, A., & Ziaei, M. (2022). Teacher stress and burnout in Australia: Examining the role of intrapersonal and environmental factors. Social Psychology of Education, 25(2–3), 441–469. https://doi.org/10.1007/s11218-022-09686-7 DOI: https://doi.org/10.1007/s11218-022-09686-7
Casely-Hayford, J., Björklund, C., Bergström, G., Lindqvist, P., & Kwak, L. (2022). What makes teachers stay? A cross-sectional exploration of the individual and contextual factors associated with teacher retention in Sweden. Teaching and Teacher Education, 113, Article 103664. https://doi.org/10.1016/j.tate.2022.103664 DOI: https://doi.org/10.1016/j.tate.2022.103664
Chen, J., & Chi-Kin Lee, J. (2022). Teacher resilience matters: A buffering and boosting effect between job driving factors and their well-being and job performance. Teachers and Teaching, 28(7), 890–907. https://doi.org/10.1080/13540602.2022.2116574 DOI: https://doi.org/10.1080/13540602.2022.2116574
Chiong, C., Menzies, L., & Parameshwaran, M. (2017). Why do long-serving teachers stay in the teaching profession? Analysing the motivations of teachers with 10 or more years’ experience in England. British Educational Research Journal, 43(6), 1083–1110. https://doi.org/10.1002/berj.3302 DOI: https://doi.org/10.1002/berj.3302
Chiu, T. K. (2022). School learning support for teacher technology integration from a self-determination theory perspective. Educational Technology Research and Development, 70(3), 931–949. https://doi.org/10.1007/s11423-022-10096-x DOI: https://doi.org/10.1007/s11423-022-10096-x
Collie, R. J., & Perry, N. E. (2019). Cultivating teacher thriving through social–emotional competence and its development. The Australian Educational Researcher, 46(4), 699–714. https://doi.org/10.1007/s13384-019-00342-2 DOI: https://doi.org/10.1007/s13384-019-00342-2
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches. Sage.
Cuevas, R., Ntoumanis, N., Fernandez-Bustos, J. G., & Bartholomew, K. (2018). Does teacher evaluation based on student performance predict motivation, well-being, and ill-being? Journal of School Psychology, 68, Article 154-162. https://doi.org/10.1016/j.jsp.2018.03.005 DOI: https://doi.org/10.1016/j.jsp.2018.03.005
Deci, E. L., Olafsen, A. H., & Ryan, R. M. (2017). Self-determination theory in work organizations: The state of a science. Annual Review of Organizational Psychology and Organizational Behavior, 4(1), 19¬43. https://doi.org/10.1146/annurev-orgpsych-032516-113108 DOI: https://doi.org/10.1146/annurev-orgpsych-032516-113108
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Springer. DOI: https://doi.org/10.1007/978-1-4899-2271-7
Deci, E. L., Ryan, R. M., & Williams, G. C. (1996). Need satisfaction and the self-regulation of learning. Learning and Individual Differences, 8(3), 165-183. https://doi.org/10.1016/s1041-6080(96)90013-8 DOI: https://doi.org/10.1016/S1041-6080(96)90013-8
Deci, E., Vallerand, R., Pelletier, L., & Ryan, R. (1991). Motivation and education: The self-determination perspective. Educational Psychologist, 26(3), 325-346. https://doi.org/10.1207/s15326985ep2603&4_6 DOI: https://doi.org/10.1080/00461520.1991.9653137
DeMatthews, D. E., Knight, D. S., & Shin, J. (2022). The principal-teacher churn: Understanding the relationship between leadership turnover and teacher attrition. Educational Administration Quarterly, 58(1), 76-109. https://doi.org/10.1177/0013161x211051974 DOI: https://doi.org/10.1177/0013161X211051974
Den Brok, P., Wubbels, T., & Van Tartwijk, J. (2017). Exploring beginning teachers’ attrition in The Netherlands. Teachers and Teaching, 23(8), 881-895. https://doi.org/10.1080/13540602.2017.1360859 DOI: https://doi.org/10.1080/13540602.2017.1360859
Derakhshan, A., Dewaele, J., & Azari Noughabi, M. (2022). Modeling the contribution of resilience, well-being, and L2 grit to foreign language teaching enjoyment among Iranian English language teachers. System, 109, Article 102890. https://doi.org/10.1016/j.system.2022.102890 DOI: https://doi.org/10.1016/j.system.2022.102890
Drew, S. V., & Sosnowski, C. (2019). Emerging theory of teacher resilience: A situational analysis. English Teaching: Practice & Critique, 18(4), 492–507. https://doi.org/10.1108/etpc-12-2018-0118 DOI: https://doi.org/10.1108/ETPC-12-2018-0118
Ebersold, S., Rahm, T., & Heise, E. (2019). Autonomy support and well-being in teachers: Differential mediations through basic psychological need satisfaction and frustration. Social Psychology of Education, 22(4), 921–942. https://doi.org/10.1007/s11218-019-09499-1 DOI: https://doi.org/10.1007/s11218-019-09499-1
Ellison, D. W., & Woods, A. M. (2020). A review of physical education teacher resilience in schools of poverty through the lens of occupational teacher socialization. Urban Education, 55(8–9), 1251–1279. https://doi.org/10.1177/0042085916672287 DOI: https://doi.org/10.1177/0042085916672287
Elo, S., Kääriäinen, M., Kanste, O., Pölkki, T., Utriainen, K., & Kyngäs, H. (2014). Qualitative content analysis. Sage Open, 4(1). https://doi.org/10.1177/2158244014522633 DOI: https://doi.org/10.1177/2158244014522633
Escriva-Boulley, G., Guillet-Descas, E., Aelterman, N., Vansteenkiste, M., Van Doren, N., Lentillon-Kaestner, V., & Haerens, L. (2021). Adopting the situation in school questionnaire to examine physical education teachers’ motivating and demotivating styles using a circumplex approach. International Journal of Environmental Research and Public Health, 18(14), 7342–7368. https://doi.org/10.3390/ijerph18147342 DOI: https://doi.org/10.3390/ijerph18147342
Fernandes, L., Peixoto, F., Gouveia, M. J., Silva, J. C., & Wosnitza, M. (2019). Fostering teachers’ resilience and well-being through professional learning: Effects from a training programme. The Australian Educational Researcher, 46(4), 681–698. https://doi.org/10.1007/s13384-019-00344-0 DOI: https://doi.org/10.1007/s13384-019-00344-0
Gallant, A., & Riley, P. (2017). Early career teacher attrition in Australia: Inconvenient truths about new public management. Teachers and Teaching, 23(8), 896–913. https://doi.org/10.1080/13540602.2017.1358707 DOI: https://doi.org/10.1080/13540602.2017.1358707
García-Carmona, M., Marín, M. D., & Aguayo, R. (2019). Burnout syndrome in secondary school teachers: A systematic review and meta-analysis. Social Psychology of Education, 22(1), 189–208. https://doi.org/10.1007/s11218-018-9471-9 DOI: https://doi.org/10.1007/s11218-018-9471-9
Geiger, T., & Pivovarova, M. (2018). The effects of working conditions on teacher retention. Teachers and Teaching, 24(6), 604–625. https://doi.org/10.1080/13540602.2018.1457524 DOI: https://doi.org/10.1080/13540602.2018.1457524
Goodwin, A. L., Lee, C. C., & Pratt, S. (2021). The poetic humanity of teacher education: Holistic mentoring for beginning teachers. Professional Development in Education, 49(4), 707–724. https://doi.org/10.1080/19415257.2021.1973067 DOI: https://doi.org/10.1080/19415257.2021.1973067
Gore, J., & Rickards, B. (2021). Rejuvenating experienced teachers through Quality Teaching Rounds professional development. Journal of Educational Change, 22, 335¬354. https://doi.org/10.1007/s10833-020-09386-z DOI: https://doi.org/10.1007/s10833-020-09386-z
Gray, C., Lowe, G. M., Prout, P. F., & Jefferson, S. (2021). ‘Just like breathing’: A portrait of an 85-year-old veteran teacher. Teachers and Teaching, 27(6), 571–586. https://doi.org/10.1080/13540602.2021.1977275 DOI: https://doi.org/10.1080/13540602.2021.1977275
Gu, Q. (2017). Variations in the conditions for teachers’ professional learning and development: Teacher development, retention and renewal over a career. In M. A. Peters, B. Cowie, & I. Menter (Eds.), A companion to research in teacher education. Springer. DOI: https://doi.org/10.1007/978-981-10-4075-7_3
Guthery, S., & Bailes, L. P. (2022). Patterns of teacher attrition by preparation pathway and initial school type. Educational Policy, 36(2), 223–246. https://doi.org/10.1177/0895904819874754 DOI: https://doi.org/10.1177/0895904819874754
Harris, B. (2020). 17 things resilient teachers do: (And 4 things they hardly ever do). CRC Press. DOI: https://doi.org/10.4324/9781003058649
Hascher, T., Beltman, S., & Mansfield, C. (2021). Teacher wellbeing and resilience: Towards an integrative model. Educational Research, 63(4), 416–439. https://doi.org/10.1080/00131881.2021.1980416 DOI: https://doi.org/10.1080/00131881.2021.1980416
Hays, D. G., & McKibben, W. B. (2021). Promoting rigorous research: Generalizability and qualitative research. Journal of Counseling & Development, 99(2), 178–188. https://doi.org/10.1002/jcad.12365 DOI: https://doi.org/10.1002/jcad.12365
Holloweck, T. (2019). “I love this stuff!”: A Canadian case study of mentor–coach well-being. International Journal of Mentoring and Coaching in Education, 8(4), 325–344. https://doi.org/10.1108/ijmce-02-2019-0036 DOI: https://doi.org/10.1108/IJMCE-02-2019-0036
Ingersoll, R., Merrill, E., Stuckey, D., Collins, G., & Harrison, B. (2021). The demographic transformation of the teaching force in the United States. Education Sciences, 11(5), 234–263. https://doi.org/10.3390/educsci11050234 DOI: https://doi.org/10.3390/educsci11050234
Jackson, S. (2022). Mass education and the British Empire. History Compass, 20(1), 1–12. https://doi.org/10.1111/hic3.12709 DOI: https://doi.org/10.1111/hic3.12709
Jefferson, S., Lowe, G. M., Gray, C., & Prout, P. (2022). The search for marigolds: Positive veteran teachers and why social support matters. Teachers and Teaching, 1–14. https://doi.org/10.1080/13540602.2022.2151430 DOI: https://doi.org/10.1080/13540602.2022.2151430
Jiang, J., Vauras, M., Volet, S., Salo, A., & Kajamies, A. (2019). Autonomy-supportive and controlling teaching in the classroom: A video-based case study. Education Sciences, 9(3), 229–247. https://doi.org/10.3390/educsci9030229 DOI: https://doi.org/10.3390/educsci9030229
Karlberg, M., & Bezzina, C. (2022). The professional development needs of beginning and experienced teachers in four municipalities in Sweden. Professional Development in Education, 48(4), 624–641. https://doi.org/10.1080/19415257.2020.1712451 DOI: https://doi.org/10.1080/19415257.2020.1712451
Kelchtermans, G. (2017). ‘Should I stay or should I go?’: Unpacking teacher attrition/retention as an educational issue. Teachers and Teaching, 23(8), 961–977. https://doi.org/10.1080/13540602.2017.1379793 DOI: https://doi.org/10.1080/13540602.2017.1379793
Lee, A. N., Nie, Y., & Bai, B. (2020). Perceived principal’s learning support and its relationships with psychological needs satisfaction, organisational commitment and change-oriented work behaviour: A self-determination theory’s perspective. Teaching and Teacher Education, 93, 103076–103086. https://doi.org/10.1016/j.tate.2020.103076 DOI: https://doi.org/10.1016/j.tate.2020.103076
Lee, E. O., Lacey, H. M., Van Valkenburg, S., McGinnis, E., Huber, B. J., Benner, G. J., & Strycker, L. A. (2023). What about me? The importance of teacher social and emotional learning and well-being in the classroom. Beyond Behavior, 32(1), 53–62. https://doi.org/10.1177/10742956221145942 DOI: https://doi.org/10.1177/10742956221145942
Lemon, N., & McDonough, S. (2023). “I feel like nothing else will ever be this hard”: The dimensions of teacher resilience during the COVID-19 pandemic. The Educational Forum, 87(4), 304–318. https://doi.org/10.1080/00131725.2023.2178564 DOI: https://doi.org/10.1080/00131725.2023.2178564
Li, R., Liu, H., Chen, Y., & Yao, M. (2021). Why teachers want to leave? The roles of achievement goals, burnout and perceived school context. Learning and Individual Differences, 89, Article 102032. https://doi.org/10.1016/j.lindif.2021.102032 DOI: https://doi.org/10.1016/j.lindif.2021.102032
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Sage. DOI: https://doi.org/10.1016/0147-1767(85)90062-8
Lowe, G., Gray, C., Prout, P., Jefferson, S., & Shaw, T. (2019a). Positive veteran teachers: Who are they, and where are they to be found? Issues in Educational Research, 29(3), 823–840. http://www.iier.org.au/iier29/lowe-abs.html DOI: https://doi.org/10.1037/t75996-000
Lowe, G., Gray, C., Prout, P., Jefferson, S., & Shaw, T. (2019b). Still keen and committed: Piloting an instrument for identifying positive veteran teachers. Teachers and Teaching, 25(4), 418–433. https://doi.org/10.1080/13540602.2019.1621829 DOI: https://doi.org/10.1080/13540602.2019.1621829
Luke, I., & Gourd, J. (2018). Thriving as a professional teacher: How to be a principled professional. Routledge. DOI: https://doi.org/10.4324/9781315206219
Madigan, D. J., & Kim, L. E. (2021). Towards an understanding of teacher attrition: A meta-analysis of burnout, job satisfaction, and teachers’ intentions to quit. Teaching and Teacher Education, 105, Article 103425. https://doi.org/10.1016/j.tate.2021.103425 DOI: https://doi.org/10.1016/j.tate.2021.103425
Mansfield, C. F. (2020). Cultivating teacher resilience: International approaches, applications and impact. Springer. DOI: https://doi.org/10.1007/978-981-15-5963-1
Marso, R. N., & Pigge, F. L. (1997). A longitudinal study of persisting and nonpersisting teachers’ academic and personal characteristics. The Journal of Experimental Education, 65(3), 243–254. https://doi.org/10.1080/00220973.1997.9943457 DOI: https://doi.org/10.1080/00220973.1997.9943457
Matthews, R. A., Wayne, J. H., Smith, C., Casper, W. J., Wang, Y., & Streit, J. (2022). Resign or carry‐on? District and principal leadership as drivers of change in teacher turnover intentions during the COVID‐19 crisis: A latent growth model examination. Journal of Occupational and Organizational Psychology, 95(3), 687–717. https://doi.org/10.1111/joop.12397 DOI: https://doi.org/10.1111/joop.12397
McTighe, J., & Willis, J. (2019). Upgrade your teaching: Understanding by design meets neuroscience. ASCD.
Mielke, C. (2019). The burnout cure: Learning to love teaching again. ASCD.
Miles, M. B., Huberman, A. M., & Saldaña, J. (2020). Qualitative data analysis. Sage.
Moè, A., & Katz, I. (2020). Self-compassionate teachers are more autonomy supportive and structuring whereas self-derogating teachers are more controlling and chaotic: The mediating role of need satisfaction and burnout. Teaching and Teacher Education, 96, Article 103173. https://doi.org/10.1016/j.tate.2020.103173 DOI: https://doi.org/10.1016/j.tate.2020.103173
Moran, C. M., Diefendorff, J. M., Kim, T., & Liu, Z. (2012). A profile approach to self-determination theory motivations at work. Journal of Vocational Behavior, 81(3), 354–363. https://doi.org/10.1016/j.jvb.2012.09.002 DOI: https://doi.org/10.1016/j.jvb.2012.09.002
Mullen, C. A., Shields, L. B., & Tienken, C. H. (2021). Developing teacher resilience and resilient school cultures. AASA Journal of Scholarship & Practice, 18(1), 8–24.
Munthe-Kaas, H., Nøkleby, H., & Nguyen, L. (2019). Systematic mapping of checklists for assessing transferability. Systematic Reviews, 8(1). https://doi.org/10.1186/s13643-018-0893-4 DOI: https://doi.org/10.1186/s13643-018-0893-4
Newberry, M., & Allsop, Y. (2017). Teacher attrition in the USA: The relational elements in a Utah case study. Teachers and Teaching, 23(8), 863–880. https://doi.org/10.1080/13540602.2017.1358705 DOI: https://doi.org/10.1080/13540602.2017.1358705
Ng, P. T., Lim, K. M., Low, E. L., & Hui, C. (2018). Provision of early field experiences for teacher candidates in Singapore and how it can contribute to teacher resilience and retention. Teacher Development, 22(5), 632–650. https://doi.org/10.1080/13664530.2018.1484388 DOI: https://doi.org/10.1080/13664530.2018.1484388
Oldfield, J., & Ainsworth, S. (2021). Decentring the ‘resilient teacher’: Exploring interactions between individuals and their social ecologies. Cambridge Journal of Education, 52(4), 409–430. https://doi.org/10.1080/0305764x.2021.2011139 DOI: https://doi.org/10.1080/0305764X.2021.2011139
Ortogero, S. P., Barcarse, T. O., & Ray, A. B. (2022). Developing the knowledge and mentoring skills of future special education leaders. Rural Special Education Quarterly, 41(4), 211–226. https://doi.org/10.1177/87568705221092765 DOI: https://doi.org/10.1177/87568705221092765
Patall, E. A., Steingut, R. R., Vasquez, A. C., Trimble, S. S., Pituch, K. A., & Freeman, J. L. (2018). Daily autonomy supporting or thwarting and students’ motivation and engagement in the high school science classroom. Journal of Educational Psychology, 110(2), 269–288. https://doi.org/10.1037/edu0000214 DOI: https://doi.org/10.1037/edu0000214
Philibert, C. T., Soto, C., & Veon, L. (2020). Everyday self-care for educators: Tools and strategies for well-being. CRC Press. DOI: https://doi.org/10.4324/9780429277818
Poku, V. (2022). Black student teachers’ experiences of racism in the White school: Strategies of resilience and survival. Springer Nature. DOI: https://doi.org/10.1007/978-3-030-96064-3
Prout, P., Lowe, G., Gray, C., & Jefferson, S. (2019). An elixir for veteran teachers: The power of social connections in keeping these teachers passionate and enthusiastic in their work. The Qualitative Report, 24(9), 2244–2258. https://doi.org/10.46743/2160-3715/2019.4038 DOI: https://doi.org/10.46743/2160-3715/2019.4038
Quinn, M., & Buchanan, J. (2022). “A contribution to my country”: Professional lives of teachers in Timor-Leste. Asia Pacific Journal of Education, 42(3), 497–512. https://doi.org/10.1080/02188791.2021.1880370 DOI: https://doi.org/10.1080/02188791.2021.1880370
Ratanasiripong, P., China, T., Ratanasiripong, N. T., & Toyama, S. (2021). Resiliency and mental health of school teachers in Okinawa. Journal of Health Research, 35(6), 470–481. https://doi.org/10.1108/jhr-11-2019-0248 DOI: https://doi.org/10.1108/JHR-11-2019-0248
Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Publications. DOI: https://doi.org/10.1521/978.14625/28806
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, Article 101860. https://doi.org/10.1016/j.cedpsych.2020.101860 DOI: https://doi.org/10.1016/j.cedpsych.2020.101860
Saks, K., Hunt, P., Leijen, Ä., & Lepp, L. (2021). To stay or not to stay: An empirical model for predicting teacher persistence. British Journal of Educational Studies, 70(6), 693–717. https://doi.org/10.1080/00071005.2021.2004995 DOI: https://doi.org/10.1080/00071005.2021.2004995
Saldaña, J. (2021). The coding manual for qualitative researchers. Sage.
Scharp, K. M., & Sanders, M. L. (2019). What is a theme? Teaching thematic analysis in qualitative communication research methods. Communication Teacher, 33(2), 117–121. https://doi.org/10.1080/17404622.2018.1536794 DOI: https://doi.org/10.1080/17404622.2018.1536794
Schoeller, D. (2023). Thinking at the edge in the context of embodied critical thinking: Finding words for the felt dimension of thinking within research. Phenomenology and the Cognitive Sciences, 22(1), 289–311. https://doi.org/10.1007/s11097-022-09861-3 DOI: https://doi.org/10.1007/s11097-022-09861-3
Schutz, P. A., Hong, J., & Francis, D. C. (2018). Research on teacher identity: Mapping challenges and innovations. Springer. DOI: https://doi.org/10.1007/978-3-319-93836-3
Shields, L. B., & Mullen, C. A. (2020). Veteran teacher resilience: Why do they stay? Springer Nature. DOI: https://doi.org/10.1007/978-3-030-53918-4
Skaalvik, E. M., & Skaalvik, S. (2021). Teacher burnout: Relations between dimensions of burnout, perceived school context, job satisfaction and motivation for teaching. A longitudinal study. Teachers and Teaching, 26(7–8), 602–616. https://doi.org/10.1080/13540602.2021.1913404 DOI: https://doi.org/10.1080/13540602.2021.1913404
Smith, M., & Firth, J. (2018). Psychology in the classroom: A teacher’s guide to what works. Routledge. DOI: https://doi.org/10.4324/9781315163420
Sullivan, A., Johnson, B., & Simons, M. (2019). Attracting and keeping the best teachers: Issues and opportunities. Springer Nature. DOI: https://doi.org/10.1007/978-981-13-8621-3
Sun, B., Guo, H., Xu, L., & Ding, F. (2022). How does teachers’ psychological capital influence workplace well-being? A moderated mediation model of ego-resiliency and work-meaning cognition. International Journal of Environmental Research and Public Health, 19(22), Article 14730. https://doi.org/10.3390/ijerph192214730 DOI: https://doi.org/10.3390/ijerph192214730
Sutcher, L., Darling-Hammond, L., & Carver-Thomas, D. (2019). Understanding teacher shortages: An analysis of teacher supply and demand in the United States. Education Policy Analysis Archives, 27(35), 1–40. https://doi.org/10.14507/epaa.27.3696 DOI: https://doi.org/10.14507/epaa.27.3696
Towers, E., Gewirtz, S., Maguire, M., & Neumann, E. (2022). A profession in crisis? Teachers’ responses to England’s high-stakes accountability reforms in secondary education. Teaching and Teacher Education, 117, Article 103778. https://doi.org/10.1016/j.tate.2022.103778 DOI: https://doi.org/10.1016/j.tate.2022.103778
Vallés, A., & Clarà, M. (2022). Conceptualizing teacher resilience: A comprehensive framework to articulate the research field. Teachers and Teaching, 29(1), 105–117. https://doi.org/10.1080/13540602.2022.2149483 DOI: https://doi.org/10.1080/13540602.2022.2149483
Van der Want, A. C., Schellings, G., & Mommers, J. (2018). Experienced teachers dealing with issues in education: A career perspective. Teachers and Teaching, 24(7), 802–824. https://doi.org/10.1080/13540602.2018.1481024 DOI: https://doi.org/10.1080/13540602.2018.1481024
Van Eycken, L., Amitai, A., & Van Houtte, M. (2022). Be true to your school? Teachers’ turnover intentions: The role of socioeconomic composition, teachability perceptions, emotional exhaustion and teacher efficacy. Research Papers in Education, 39(1), 24–29. https://doi.org/10.1080/02671522.2022.2089208 DOI: https://doi.org/10.1080/02671522.2022.2089208
Van Manen, M. (2016). Researching lived experience: Human science for an action sensitive pedagogy. Routledge. https://doi.org/10.4324/9781315421056 DOI: https://doi.org/10.4324/9781315421056
Vermote, B., Vansteenkiste, M., Aelterman, N., Van der Kaap-Deeder, J., & Beyers, W. (2022). Teachers’ psychological needs link social pressure with personal adjustment and motivating teaching style. The Journal of Experimental Education, 91(4), 696–717. https://doi.org/10.1080/00220973.2022.2039584 DOI: https://doi.org/10.1080/00220973.2022.2039584
White, R. E., & Cooper, K. (2022). Qualitative research in the post-modern era: Critical approaches and selected methodologies. Springer Nature. DOI: https://doi.org/10.1007/978-3-030-85124-8
Wiggan, G., Smith, D., & Watson-Vandiver, M. J. (2020). The national teacher shortage, urban education and the cognitive sociology of labor. The Urban Review, 53(1), 43–75. https://doi.org/10.1007/s11256-020-00565-z DOI: https://doi.org/10.1007/s11256-020-00565-z
Xia, J., Wong, M., & Zhang, S. (2023). School culture and teacher job satisfaction in early childhood education in China: The mediating role of teaching autonomy. Asia Pacific Education Review, 24, 101–111. https://doi.org/10.1007/s12564-021-09734-5 DOI: https://doi.org/10.1007/s12564-021-09734-5
Zhang, S., Shi, Q., & Lin, E. (2020). Professional development needs, support, and barriers: TALIS US new and veteran teachers’ perspectives. Professional Development in Education, 46(3), 440–453. https://doi.org/10.1080/19415257.2019.1614967 DOI: https://doi.org/10.1080/19415257.2019.1614967
Zhang, X., Admiraal, W., & Saab, N. (2021). Teachers’ motivation to participate in continuous professional development: Relationship with factors at the personal and school level. Journal of Education for Teaching, 47(5), 714–731. https://doi.org/10.1080/02607476.2021.1942804 DOI: https://doi.org/10.1080/02607476.2021.1942804
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Qualitative Inquiry in Education: Theory & Practice
This work is licensed under a Creative Commons Attribution 4.0 International License.
