Resilience has several definitions, nonetheless the general accepted meaning is the dynamic process of positive attitudes and effective strategies that an individual utilizes in response to life stressors (Jensen, Trollope-Kumar, Waters, Everson, 2008). Masten, Best and Garmezy (1990) describes resilience as ‘the process of, capacity for, or outcome of successful adaptation despite challenging or threatening circumstances’ (p. 425). The American Psychological Association on the other hand, defines resilience as a process of one’s adaption upon facing such situations for instance adversity, trauma, disaster, pressure, or significant sources of stress - family and relationship issues, serious health problems or ay workplace and financial stressors
…show more content…
In a study conducted by Gibson and Dembo (1984) resilient teachers are those determined in the face of setbacks and mostly equipped with a high level of self-efficacy. Other studies have also shown that resilient teachers have a higher tendency to open to new ideas and approaches in better meeting the demands of their students’ (Cousins & Walker, 2000; Guskey, 1988) Moreover, they are the ones exhibiting a greater level of enthusiasm as well as planning and organisation (Allinder,1994). These studies show that resilient teachers are likely to have a positive nature that sustain their capacity to bounce-back even in the face of setbacks and adversities. Here, resilient is a vital trait that is necessary for all educators to possess. Although studies in resilience has widely centred on physicians, nurses and other human professions within health care settings, less information is available in regards to resilience among academicians within university settings (Jensen, Trollope-Kumar, Waters, & Everson, 2008; Lee, Brown, & Stewart, 2009; Stevenson, Phillips, & Anderson, 2011; Weiner, Swain, Wolf, & Gottlieb, 2001). Even though studies of resilience available so far in the educational locale are generally focusing on teachers in schools, the findings are thus restricted to the teachers work scope and the challenges they face in schools and within the school
In a study conducted by Gibson and Dembo (1984) resilient teachers are those determined in the face of setbacks and mostly equipped with a high level of self-efficacy. Other studies have also shown that resilient teachers have a higher tendency to open to new ideas and approaches in better meeting the demands of their students’ (Cousins & Walker, 2000; Guskey, 1988) Moreover, they are the ones exhibiting a greater level of enthusiasm as well as planning and organisation (Allinder,1994). These studies show that resilient teachers are likely to have a positive nature that sustain their capacity to bounce-back even in the face of setbacks and adversities. Here, resilient is a vital trait that is necessary for all educators to possess. Although studies in resilience has widely centred on physicians, nurses and other human professions within health care settings, less information is available in regards to resilience among academicians within university settings (Jensen, Trollope-Kumar, Waters, & Everson, 2008; Lee, Brown, & Stewart, 2009; Stevenson, Phillips, & Anderson, 2011; Weiner, Swain, Wolf, & Gottlieb, 2001). Even though studies of resilience available so far in the educational locale are generally focusing on teachers in schools, the findings are thus restricted to the teachers work scope and the challenges they face in schools and within the school