NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1013933
Record Type: Journal
Publication Date: 2013-Apr
Pages: 17
Abstractor: As Provided
ISSN: ISSN-0313-5373
Building Early Career Teacher Resilience: The Role of Relationships
Le Cornu, Rosie
Australian Journal of Teacher Education, v38 n4 Article 1 Apr 2013
There are serious concerns around the sustainability of teaching given the attrition rate of early career teachers. In Western countries we know that between 25% and 40% of beginning teachers are likely to leave the teaching profession in the first 5 years (Ewing & Smith, 2003; Day & Gu, 2010). Clearly, there is a need to better understand the experiences of early career teachers and to investigate, in new ways, how the problem of teacher attrition can be addressed. This paper is based on a collaborative qualitative research project funded by the Australian Research Council that aimed to investigate the dynamic and complex interplay among individual, relational and contextual conditions that operate over time to promote early career teacher resilience. The methodology for the study was a critical enquiry. The data for the study came from interviews with 60 beginning teachers and their principals. Five main "Conditions for Resilience" emerged from the analysis: relationships; school culture; teacher identity; teachers' work; and policies and practices (Johnson, Down, Le Cornu, Peters, Sullivan, Pearce & Hunter, 2010). This article focuses on the first theme--relationships. It illuminates the role that sustainable and mutually sustaining relationships play in the development of early career teachers. Jordan's (2006) model of relational resilience--with its characteristics of mutuality, empowerment and the development of courage--is used as a conceptual framework for discussing the insights from the study.
Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A