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Safe Teaching Training Program

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Part 1 - Save Teacher

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Module 1 - About teacher

Module 1 - About teacher

Topics

Topic 1.1 - Who is a teacher today?

Topic 1.1 - Who is a teacher today?

Module 2 - Teacher well-beeing

Module 2 - Teacher well-beeing

Topics

Topic 2.1 - Well-being and its determinants

Topic 2.1 - Well-being and its determinants

Topic 2.2 - Resilience in the school space

Topic 2.2 - Resilience in the school space

Topic 2.3 - Context of teacher success

Topic 2.3 - Context of teacher success

Module 3 - Physical and mental health

Module 3 - Physical and mental health

Topics

Topic 3.1 - Understanding stress

Topic 3.1 - Understanding stress

Topic 3.2 - Looking for new solutions

Topic 3.2 - Looking for new solutions

Modul 1 - About teacher

Description of Modul 1: Lorem Ipsum comes from a latin text written in 45BC by Roman statesman, lawyer, scholar, and philosopher, Marcus Tullius Cicero. The text is titled "de Finibus Bonorum et Malorum" which means "The Extremes of Good and Evil". The most common form of Lorem ipsum is the following:

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Topic 1.1 - Who is a teacher today?

Description of Topic 1.1: Lorem Ipsum comes from a latin text written in 45BC by Roman statesman, lawyer, scholar, and philosopher, Marcus Tullius Cicero. The text is titled "de Finibus Bonorum et Malorum" which means "The Extremes of Good and Evil". The most common form of Lorem ipsum is the following:

Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Ut enim ad minim veniam, quis nostrud exercitation ullamco laboris nisi ut aliquip ex ea commodo consequat. Duis aute irure dolor in reprehenderit in voluptate velit esse cillum dolore eu fugiat nulla pariatur. Excepteur sint occaecat cupidatat non proident, sunt in culpa qui officia deserunt mollit anim id est laborum.

Task 1

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Task 2

Task 3

Module 2

Modul 2 - Teacher well-being as a source (and goal) of a sense of meaning and personal development

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Topic 2.1 - Teacher well-being and its determinants

Description of Topic 2.1

write something

Topic 2.2

Topic 2.2 - Resilience in the school space

Please navigate through the slides, take the time to understand the content, and internalize it to the greatest extent possible. Once you have completed the content, please proceed to the question section by clicking on "Exercise 1" below. You may refer to this introduction at any time.

Goal

The goal is to present the characteristics of teacher resilience and to reflect on them in the context of the everyday working life of teachers, showing the role of school and family in shaping and strengthening the resilience of educational actors.

source of image: https://www.iecl.com/article/sorry-need-keep-talking-resilience

Resilience - Definition

Resilience is the ability to withstand and rebound from disruptive life challenges. It involves dynamic processes fostering positive adaptation within the context of significant adversity (Bonanno, 2004; Luthar, 2006; Masten, 2001; Walsh 2012).

source of image: https://www.melbournechildpsychology.com.au/

In the social sciences, the term resilience is a metaphor for the processes that make up the phenomenon of normal human existence and development despite objectively unfavourable conditions for living and developing. Poverty, stress, traumatic events and other unfavourable external conditions are the equivalents of ‘external forces’, while the adaptive processes in which humans mobilise internal and external resources correspond to ‘resilience forces’. Resilience is thus a metaphor for the time-varying processes of balancing or neutralising adverse life conditions through the internal and external resources available to humans (Ostaszewski, 2014, p. 74). In a reality dominated by variability, uncertainty, complexity and ambiguity, the attentiveness in pedagogy to the resilience resource and its use on educational grounds appears as an important need.

Resilience appears to support learning and teaching, education, by supporting the processes of self-understanding/(self-)education/self-creation and self-determination and self-regulation, as well as clarifying complex reality. Resilience, therefore, is a kind of resilience and the art of living in the midst of challenges. An important component of resilience is subjectivity, which allows a person to orient and autonomic function in a fluid reality.

source of image: www.heididening.com

Resilience

Three essential elements are identified for understanding what resilience is. The first element is the presence of and exposure (exposure) to risk factors, processes and mechanisms e.g. such as challenges, adversity, excessive stress. These are factors that tend to interfere with or disrupt overall wellbeing and functioning. The second element is the operation of factors, processes or mechanisms that protect against risk factors. The third element is the positive outcome of the ‘interaction’ of these two opposing ‘forces’ (risk factors and protective factors), i.e. positive adaptation. Positive adaptation, which is understood as a return to well-being after rebounding from a difficult situation. These components of resilience are variously named according to the experiences and linguistic traditions of researchers and authors (Masten, 2018; Ostaszewski, 2014)

Protective factors related to teachers' work

Characteristics 

  • strong internal motivation
  • emotional intelligence
  • high sense of self-efficacy
  • positive self-esteem
  • optimism
  • ability to self-regulate


Own skills

  • proactive attitude
  • ability to accept failure
  • ability to learn and move on
  • problem-solving skills
  • ability to live under
  • pressure


Characteristics of the work/life environment

  • social support
  • positive external sources of support
  • feeling bonded to extended family support networks
  • satisfied cooperation with colleagues
  • positive relationships within the family and with friends


Risk factors related to the work of the teacher (in the context of resilience)

Individual risk factors

  • being negative self-beliefs or confidence
  • difficulty asking for help
  • conflict between personal beliefs and practices being used


Contextual risk factors

  • meeting needs of disadvantaged students
  • unsupportive/disorganised leadership staff
  • lack of resources/equipment
  • heavy workload, lack of time, non-teaching activities
  • difficult schools, courses or classes
  • externally imposed regulations
  • poor hiring practices; insecurity 
  • curriculum/classroom knowledge
  • unsupportive/no mentor
  • low salary/poor funding
  • inability to manage the class


Teacher resilience

A systems approach to understanding teacher resilience (Adaptation of Bronfenbrenner Theory):

Macrosystem

Health, calculation and welfare

Ecosystem

Physical infrastructure, location, resources

Mesosystem

Relationship between school leaders, parents, students, colleagues and support networks

Microsystem

School leaders, parents, students, colleagues, support networks

Personal System

Personal risks and resources

Source: Mansfield, C.F., Ebersöhn, L., Beltman, S., Loots, T. (2018). Great Southern Lands: Making Space for Teacher Resilience in South Africa and Australia. In: Wosnitza, M., Peixoto, F., Beltman, S., Mansfield, C.F. (eds) Resilience in Education (pp. 53-71).. Springer, Cham. https://doi.org/10.1007/978-3-319-76690-4_4

Teacher resilience

The different contextual or systemic levels of risks and resources interact with each other to shape resilience in what is known to be a complex, dynamic, process.

Different contextual or systemic levels of risk factors and protective factors work in interaction to shape resilience in a complex, dynamic process. Resilience is not an individual characteristic, but more a dynamic process that takes place between the individual and a constantly changing context. Therefore, it is useful to consider resilience from the perspective of the ecological model of the social environments in which a person lives. 

Personal system risks and resources is difficulty in asking for help, low levels of confidence or efficacy (Day 2008), conflicts between personal ideologies and current practices and family pressures. 

Micro- and mesosystems comprise various groups of people such as students, school leaders and colleagues and the relationships between these and individual teachers. Teachers draw on resources at these levels to manage risks and help navigate through challenges.

Source: Mansfield, C.F., Ebersöhn, L., Beltman, S., Loots, T. (2018). Great Southern Lands: Making Space for Teacher Resilience in South Africa and Australia. In: Wosnitza, M., Peixoto, F., Beltman, S., Mansfield, C.F. (eds) Resilience in Education (pp. 53-71). Springer, Cham. https://doi.org/10.1007/978-3-319-76690-4_4

Teacher resilience

Classroom or school challenges include:

  • meeting needs of disadvantaged students
  • unsupportive leadership staff
  • lack of resources
  • relationships
  • scrutiny of peers, parents and the principal

Resources that support teacher resilience:

  • positive relationships with colleagues
  • positive relationships with mentors
  • positive relationships with school leaders
  • positive relationships with students
  • having personal and professional support networks such as family support and social networks

Source: Mansfield, C.F., Ebersöhn, L., Beltman, S., Loots, T. (2018). Great Southern Lands: Making Space for Teacher Resilience in South Africa and Australia. In: Wosnitza, M., Peixoto, F., Beltman, S., Mansfield, C.F. (eds) Resilience in Education (pp. 53-71). Springer, Cham. https://doi.org/10.1007/978-3-319-76690-4_4

Teacher resilience

Exosystem and macrosystem factors that would impact on teacher resilience through producing risks as well as available resources:

  • physical infrastructure
  • characteristics of a location 
  • resources
  • policies related to health
  • education 
  • welfare 

Related risks for teachers:

  • heavy workload
  • lack of time
  • difficult schools or classes 
  • externally imposed regulations
  • low salary 
  • poor funding

Source: Mansfield, C.F., Ebersöhn, L., Beltman, S., Loots, T. (2018). Great Southern Lands: Making Space for Teacher Resilience in South Africa and Australia. In: Wosnitza, M., Peixoto, F., Beltman, S., Mansfield, C.F. (eds) Resilience in Education (pp. 53-71). Springer, Cham. https://doi.org/10.1007/978-3-319-76690-4_4

Resilient teacher

Profession-related dimension:

  • Committed to students
  • Is organized, prepared and manages time
  • Has effective teaching skills
  • Is flexible and adaptable
  • Reflects

Emotional dimension:

  • Doesn't take things personally
  • Has a sense of humor
  • Manages emotions
  • Enjoys teaching
  • Bounces back
  • Copes with job demands and stress
  • Cares for own wellbeing

Social dimension:

  • Builds support and relationships
  • Has strong interpersonal and communication skills
  • Solves problems
  • Seeks help and takes advice

Motivational dimension:

  • Likes challenge
  • Maintains motivation and enthusiasm
  • Sets realistic expectations and goals
  • Is positive and optimistic
  • Persists
  • Focuses on learning and improvement
  • Has confidence and self-belief

Source: Source: Mansfield, C., Price, A., McConney, A., Beltman, S., Pelliccione, L., & Wosnitza, M. (2012). Keeping cool: Embedding resilience in the initial teacher education curriculum. Australian Government. Office for Learning and Teaching. https://researchportal.murdoch.edu.au/esploro/outputs/report/Keeping-cool-Embedding-resilience-inthe/ 991005545020907891 Document Version: Published (Version of Record)

Teacher resilience

Dimensions that foster (or prevent) the development of teacher resilience:

  • Professional dimension (effective teaching strategies, reflectiveness, attachment to students)
  • Social dimension (support from school and family, seeking help, problem solving)
  • Emotional dimension (management of emotions, ability to bounce back after experiencing a highly stressful event, sense of humour)
  • Motivational dimension (perseverance, confidence, sense of purpose)

Education sensitive to resilience

‘Resilience-sensitive education’ = strengthening people and social systems through reflection and analysis of the content of life as a kind of response strategy, a holistic model of learning where they develop and are strengthened by this process, while taking into account some forms of risk.

Riegger, M. (2018). Resilienzsensible Bildung. In: Karidi, M., Schneider, M., Gutwald, R. (eds) Resilienz (pp. 203-225). Springer, Wiesbaden. https://doi.org/10.1007/978-3-658-19222-8_11

Resident child/resident student Resident teacher develops resilient student

Resiliency Wheel from the perspective of a child in school:

Bad Resiliency in the environment

  • Provide opportunities for meaningful participation
  • Increase pro-social bonding
  • Set clear consistent boundaries
  • Teach life skills
  • Provide caring and support
  • Set and communicate high expectations

Mitigate risk factors in the environment

It is the task of the educational environment to prepare the child to adopt socially approved competences in the area of resilience and to develop their own beliefs and skills for living in the context of stress and adversity. Premise: Human beings are capable of learning much more on their own than other living beings due to their instincts and their cognitive structures, but they cannot achieve the maximum of their abilities on their own if they do not receive support from educational/upbringing.

Source: Henderson and Milstein (2005) cited in Moll Riquelme, I., Bagur Pons, S., & Rosselló Ramon, M. R. (2022). Resilience: Conceptualization and Keys to Its Promotion in Educational Centers. Children (Basel, Switzerland), 9(8), 1183. https://doi.org/10.3390/children9081183

Teacher support for family resilience

Key Processes in Family Resilience:

  • Make Meaning of Adversity
  • Positive Outlook
  • Transcendence and Spirituality
  • Flexibility
  • Connectedness
  • Social and Economic Resources
  • Clear, Consistent Messages
  • Open Emotional Expression
  • Collaborative Problem Solving

This knowledge can be used to create effective relationships and cooperation between families and schools.

Source: Walsh, F. (2012). Family resilience: Strengths forged through adversity. In F. Walsh (Ed.), Normal family processes: Growing diversity and complexity (4th ed., pp. 399–427). The Guilford Press.

Exercise 1

Topic 2.2 - Resilience in the school space

Exercise: Your inner resilience 1

 Exercise for individual reflection - Think about your internal fields related to resilience and fill in next to each characteristic. Write down what elements/resources/characteristics/skills you find in yourself.

Spiritual or Motivational Characteristics

Dreams and Goals

Purpose in Life

Existential Meaning for Life

Spirituality

Belief in Uniqueness or in Oneself

lnternal Locus of Control

Hopefulness and Optimism

Determination and Perseverance

Developed based on: Kumpfer, K. L. (1999). Factors and processes contributing to resilience: The resilience framework. In M. D. Glantz & J. L. Johnson (Eds.), Resilience and development: Positive life adaptations (pp. 179–224). Kluwer Academic Publishers

Exercise 2

Topic 2.2 - Resilience in the school space

Exercise: Your inner resilience 2

 Exercise for individual reflection - Think about your internal fields related to resilience and fill in next to each characteristic. Write down what elements/resources/characteristics/skills you find in yourself.

Cognitive Competencies

Intelligence

Ability to Delay Gratification

Reading Skills

Moral Reasoning

Insight

Interpersonal Awareness

Self-esteem and the Ability to Restore Self-esteem

Planning Ability

Creativity

Developed based on: Kumpfer, K. L. (1999). Factors and processes contributing to resilience: The resilience framework. In M. D. Glantz & J. L. Johnson (Eds.), Resilience and development: Positive life adaptations (pp. 179–224). Kluwer Academic Publishers

Exercise 3

Topic 2.2 - Resilience in the school space

Exercise: Your inner resilience 3

 Exercise for individual reflection - Think about your internal fields related to resilience and fill in next to each characteristic. Write down what elements/resources/characteristics/skills you find in yourself.

Behavioral and Social Competencies

Social Skills

Street Smarts

Problem Solving Skills

Communication Skills

Peer Resistance Skills

Multi-cultural Competencies

Talents

Capacity for lntirnacy

Developed based on: Kumpfer, K. L. (1999). Factors and processes contributing to resilience: The resilience framework. In M. D. Glantz & J. L. Johnson (Eds.), Resilience and development: Positive life adaptations (pp. 179–224). Kluwer Academic Publishers

Exercise 4

Topic 2.2 - Resilience in the school space

Exercise: Your inner resilience 4

 Exercise for individual reflection - Think about your internal fields related to resilience and fill in next to each characteristic. Write down what elements/resources/characteristics/skills you find in yourself.

Emotional Stability and Emotional Management

Happiness

Recognition of Feelings

Emotional Management Skills and Ability to Control Anger and Depression

Ability to Restore Seif-Esteem

Humor

Hopefulness

Developed based on: Kumpfer, K. L. (1999). Factors and processes contributing to resilience: The resilience framework. In M. D. Glantz & J. L. Johnson (Eds.), Resilience and development: Positive life adaptations (pp. 179–224). Kluwer Academic Publishers

Exercise 5

Topic 2.2 - Resilience in the school space

Exercise: Your inner resilience 5

 Exercise for individual reflection - Think about your internal fields related to resilience and fill in next to each characteristic. Write down what elements/resources/characteristics/skills you find in yourself.

Physical Well-Being and Physical Competencies

Good Health

Health Maintenance Skills (exercise, good diet, sleep)

Physical Talent Development

Physical Attractiveness

Developed based on: Kumpfer, K. L. (1999). Factors and processes contributing to resilience: The resilience framework. In M. D. Glantz & J. L. Johnson (Eds.), Resilience and development: Positive life adaptations (pp. 179–224). Kluwer Academic Publishers

Additional Information

Topic 2.2 - Resilience in the school space

Useful tools:

UPRIGHT: Universal Preventive Resilience Intervention Globally implemented in schools to improve and promote mental Health for Teenagers.

See More

File with exercises for download:

Exercise_YourInnerResilience_Topic_1.2.2Download

Topic 2.2 - Resilience in the school space

Good Practices:

Habits of Resilient Educators: Strategies for Thriving During Times of Anxiety, Doubt, and Constant Change:

Watch Video

Topic 2.2 - Resilience in the school space

Further Resources:

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

Boczkowska, M. (2022). Resilience a strategie radzenia sobie ze stresem u nauczycieli szkół podstawowych. Studia z Teorii Wychowania, XIII(4 (41)), 173-191. https://doi.org/10.5604/01.3001.0016.1643.

Boczkowska, M. (2023). Resilience nauczycieli w Polsce – rola czynników socjodemograficznych i zawodowych. Lubelski Rocznik Pedagogiczny, 42(3), 53-69. doi:http://dx.doi.org/10.17951/lrp.2023.42.3.53-69

Daniilidou, A., & Platsidou, M. (2024). Teachers’ Protective Factors of Resilience Scale: Factorial Structure, Validity and Reliability Issues. European Journal of Contemporary Education and E-Learning, 2(1), 177-192. https://doi.org/10.59324/ejceel.2024.2(1).15

Mansfield, C. F., Beltman, S., Price, A., & McConney, A. (2012). “Don’t sweat the small stuff:” Understanding teacher resilience at the chalkface. Teaching and Teacher Education, 28(3), 357–367. doi:10.1016/j.tate.2011.11.001 

Mansfield, C.F., Ebersöhn, L., Beltman, S., Loots, T. (2018). Great Southern Lands: Making Space for Teacher Resilience in South Africa and Australia. In: Wosnitza, M., Peixoto, F., Beltman, S., Mansfield, C.F. (eds) Resilience in Education. Springer, Cham. https://doi.org/10.1007/978-3-319-76690-4_4

Module 3 - Physical and mental health of teachers - protective and enhancing factors of the teacher condition

Description of Modul 3

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