Author Identifier (ORCID)
Caroline Mansfield: https://orcid.org/0000-0002-8984-2508
Abstract
Teaching is an immensely complex profession that often requires managing multiple and varied professional challenges. Despite these challenges, teachers tend to report moderate to high levels of well-being. This qualitative study explored this paradox by investigating the professional challenges reported and the coping strategies Swiss teachers use to support their well-being. Relational problem-solving was identified as a commonly used strategy when professional challenges occur. The unique contribution of this study lies in its further elucidation of the complex relationship between teachers’ professional challenges and well-being embedded in a resilience process. The results of this study provide implications for understanding how to support teachers’ resilience and to design interventions to enhance teachers’ well-being.
Document Type
Journal Article
Date of Publication
11-15-2024
Volume
12
Issue
4
Publication Title
Frontline Learning Research
Publisher
European Association for Research on Learning and Instruction
School
School of Education
RAS ID
77416
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
First Page
85
Last Page
112
Comments
Krummenacher, I., Hascher, T., Mansfield, C., Beltman, S., Mori, J., & Guidon, I. (2024). Navigating the paradox between professional challenges and teacher well-being: The role of strategies within the resilience process. Frontline Learning Research, 12(4), 85–112. https://doi.org/10.14786/flr.v12i4.1211