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

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

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

First Page

85

Last Page

112

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Link to publisher version (DOI)

10.14786/flr.v12i4.1211