Exploring Canadian early career teachers' resilience from an evolutionary perspective

Abstract

Recent research shows an increased interest in teacher resilience to promote positive adaptation to counteract negative consequences related to teacher induction hurdles. This chapter outlines some results (five participants) of a longitudinal study exploring the development of 23 Canadian novice teachers' resilience. Relying on questionnaires and a semi-structured interview, the risk and protective factors they experienced during their first 2 years of induction were identified, and different indicators of their psychological health as new teachers were analysed. After a thorough analysis of these five cases, it is possible to observe most of the participants are managing relatively well despite the challenges they face. Even if risk indicators are readily apparent for them, at least four of the beginning teachers seem to adapt quite positively. These outcomes provide a better understanding of the developmental process of novice teachers' resilience during their first years and suggest directions to improve teacher education and induction.