Decentring the 'resilient teacher': exploring interactions between individuals and their social ecologies

目前，英国和其他国家都存在教师留用危机。英国五分之一的教师计划在未来五年内离开教师岗位，三分之一的教师报告称自己有心理健康问题。令人担忧的是，十分之一的教师和学校领导报告说，在2018- 2019年有自杀倾向，有证据表明，教师的幸福感在大流行后进一步下降。教师的职业要求也对学生产生了影响，快乐的课堂取决于快乐的教师。鉴于教师将在支持儿童从大流行的学业和情感影响中恢复过来方面发挥关键作用，因此，提高教师复原力的必要性从未像现在这样迫切。该项目将采用一种社会生态学的方法来促进教师的弹性，这种方法认为弹性不仅仅存在于教师身上，而是分布在个人、环境和他们之间的相互作用中。该项目将汇集来自教育和心理学领域的跨学科专业知识，以及来自教师、学校领导、政策顾问、全国教育联盟（NEU）和慈善机构教育支持（education Support）的专业知识和经验。这些项目合作伙伴/顾问将在一系列教育创新实验室中聚集在一起，为研究过程的每个阶段做出贡献。该项目将分为四个关键阶段：1。定量阶段-调查数据将从英国各地的教师收集。这将帮助我们建立与教师弹性（个人和学校层面）相关的不同因素之间的关系模型，以及它们如何影响幸福感、工作满意度和倦怠风险等关键结果。参与研究阶段——将设计一系列“生态制图”方法，并与教师一起探索这些因素如何在教师的工作生活中发挥作用。这将有助于我们将定量研究结果与环境结合起来，并产生新的理解，即哪些因素对在特定环境中工作的教师最重要。这个绘图阶段将在英格兰的5所小学（3所在一个学院信托内合作）和3所中学进行。这些学校将在整个项目中扮演项目合作伙伴的角色，为研究设计和结果分析做出贡献，并在学校内部收集数据。发展弹性的途径-前两个阶段的研究结果将用于发展个人和学校层面上促进学校弹性的方法。研究小组将与教育创新实验室的项目合作伙伴和顾问一起开发“生态干预”（针对学校环境和教师个人的干预）。实验室将根据现有研究以及项目合作伙伴团队的学术和专业知识，制定一套弹性策略库。8所项目合作学校的参与教师将根据他们的个人需求和学校环境制定干预措施，这些干预措施将借鉴和扩展这些策略库。学校将实施这些干预措施，并使用混合方法评估它们对教师弹性的影响。扩大影响——我们将与英国各地的学校以及该领域的研究人员分享研究结果。项目合作学校将向其信托和联盟中的其他学校提供培训。由该项目产生的培训包将在网上免费提供，并将通过新英格兰大学、教育支持和MMU的教师教育网络在英国范围内推广。还将为实习教师开设一门在线课程，并推广到英国的大学。这项工作将纳入新大学的价值教育、价值教育者战略，并通过会议和文章与其他研究人员分享。

There is currently a teacher retention crisis in the UK and beyond. One in five teachers in the UK plan to leave teaching within the next five years and a third of teachers report experiencing a mental health issue. Worryingly, one in ten teachers and school leaders reported feeling suicidal in 2018-19, and there is evidence that teacher wellbeing has dropped further still post-pandemic. The demands of the profession also have an impact on pupils, with happy productive classrooms depending on happy teachers. Given that teachers will play a key role in supporting children to recover from the impact of the pandemic both academically and emotionally, the need to promote teacher resilience has never been more urgent. This project will adopt a socio-ecological approach to promoting teacher resilience, which views resilience not as something which resides solely within the teacher, but as distributed across the individual, their environment and the interactions between them. The project will bring together interdisciplinary expertise from across education and psychology with professional expertise and experience from teachers, school leaders, policy consultants, the National Education Union (NEU) and the charity, Education Support. These project partners/advisers will come together in a series of Education Innovation Labs to contribute to each stage of the research process. The project will have 4 key phases:1. Quantitative phase - Survey data will be collected from teachers across England. This will help us to model the relationships between different factors related to teacher resilience (both at the individual and school level) and how they affect key outcomes such as wellbeing, job satisfaction and risk of burnout.2. Participatory research phase - A range of 'ecology-mapping' methods will be designed and used with teachers to explore how these factors play out in teachers' working lives. This will help us to put the quantitative findings into context as well as generating new understandings about which factors are most significant to teachers working in specific contexts. This mapping phase will take place across 5 primary schools (3 working together within one academy trust) and 3 secondary schools in England. The schools will act as project partners throughout the project, contributing to research design and analysis of the findings as well as collecting data within schools.3. Developing pathways to resilience - The findings from the previous two phases will be used to develop ways to promote school resilience at both the individual and school level. The research team will work together with project partners and advisers in the Education Innovation Labs to develop 'ecological interventions' (interventions aimed at the school environment as well as individual teachers). A bank of resilience strategies will be generated within the Labs, drawing upon existing research as well as the academic and professional expertise across the project partner team. Participating teachers at the 8 project partner schools will develop interventions tailored to their individual needs and school contexts, which will draw upon and extend this bank of strategies. The schools will implement the interventions and evaluate the impact that they have on teacher resilience using a mixed methods approach.4. Broadening impact - We will share the findings with schools across the UK as well as researchers within the field. The project partner schools will cascade training to the other schools in their trusts and alliances. A training package, generated by the project, will be made freely available online and will be promoted UK wide through the NEU, Education Support and MMU's teacher education networks. An online course will also be created for student teachers and promoted to UK universities. This work will embedded into the NEU's Value Education, Value Educators strategy and shared with other researchers through conferences and articles.