Resignation and Resilience: Bridging Effective Teaching to the Impacts of Complex and Layered School Culture
Document Type
Article
Publication Date
3-28-2023
Abstract
This article examines the relationship between teacher efficacy, leadership, and how they intersect with complex and layered school system dynamics. Using the Listening Guide Method for Qualitative Inquiry (the Listening Guide, Gilligan, 1993), teacher interviews are examined, resulting in thematic expressions of resignation or resilience. These qualitative data revealed that effective classroom teachers can overcome the limitations of existing bureaucratic structures through resilience anchored in individual self-efficacy. Teacher resilience, anchored in demonstrated self-efficacy, played a major role in teachers’ in-classroom experiences and ability to successfully navigate a complex and layered school system dynamics.
Publication Title
Research in Educational Administration and Leadership
First Page Number
88
Last Page Number
140
DOI
10.30828/real.1072648
Recommended Citation
Garofalo, Mary Afra and Graziano, Matthew James, "Resignation and Resilience: Bridging Effective Teaching to the Impacts of Complex and Layered School Culture" (2023). Kean Publications. 194.
https://digitalcommons.kean.edu/keanpublications/194