A systematic review on teacher resilience assessment Trends, foci, and implications /
Teacher resilience (TR) has gained increasing attention as a key factor in teacher well-being, career retention, and adaptive professional practice. Despite rapid growth in the broader TR literature, limited attention has been given to how resilience is assessed, how methodological choices shape wha...
Elmentve itt :
| Szerzők: | |
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| Dokumentumtípus: | Cikk |
| Megjelent: |
2026
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| Sorozat: | HUNGARIAN EDUCATIONAL RESEARCH JOURNAL (HERJ)
16 No. 1 |
| Tárgyszavak: | |
| doi: | 10.1556/063.2026.00425 |
| mtmt: | 36925322 |
| Online Access: | http://publicatio.bibl.u-szeged.hu/39140 |
| Tartalmi kivonat: | Teacher resilience (TR) has gained increasing attention as a key factor in teacher well-being, career retention, and adaptive professional practice. Despite rapid growth in the broader TR literature, limited attention has been given to how resilience is assessed, how methodological choices shape what is measured, and how assessment findings relate to professional outcomes. This systematic review synthesizes empirical research on Teacher Resilience Assessment (TRA) published between 2010 and 2022, drawing on 52 studies identified through a PRISMA-guided search. The review maps publication patterns, geographic distribution, and methodological designs and provides a thematic synthesis of key conceptual foci in TRA research. Five interconnected domains are identified: personal and psychological resilience, emotional regulation and coping, professional commitment and adaptive practice, relational and organizational supports, and contextual and crisis-related influences. These domains are unevenly represented across studies and closely aligned with research design. Quantitative approaches predominantly operationalize individual dimensions of resilience through standardized self-report instruments, whereas qualitative and mixed-methods studies illuminate relational, organizational, and contextual processes. Across contexts, assessed resilience is consistently associated with teacher well-being, reduced burnout, career persistence, and adaptive instructional practice. Persistent gaps include concentration of studies in high-income settings, reliance on cross-sectional designs, and limited cross-cultural validation of tools. |
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| Terjedelem/Fizikai jellemzők: | 28 101-128 |
| ISSN: | 2062-9605 |