Your browser doesn't support some modern features in use on this website.
Please download one of the following modern browsers to continue.


ACARA (Australian Curriculum, Assessment and Reporting Authority). (2015). Personal and social capability: Organising elements. Retrieved from

Adnewsaust. (2014). Graduation – NSW Teachers Federation. Retrieved from

Albrecht, S. F., Johns, B. H., Mounsteven, J., & Olorunda, O. (2009). Working conditions as risk or resiliency factors for teachers of students with emotional and behavioral disabilities. Psychology in the Schools, 46(10), 1006-1022. doi: 10.1002/pits.20440

American Psychological Association. (2014). The Road to Resilience. Retrieved from

Anderson, L., & Olsen, B. (2006). Investigating early career urban teachers' perspectives on and experiences in professional development. Journal of Teacher Education, 57(4), 359-377. doi: 10.1177/0022487106291565

APST (Australian Professional Standards for Teachers). (2014). Retrieved from

Archer, M. (2007). Making our way through the world: Human reflexivity and social mobility. Cambridge: Cambridge University Press.

Australian Institute for Teaching and School Leadership. (2012). Two-way communication. Retrieved from

Australian Institute for Teaching and School Leadership. (2012). Yarn meeting. Retrieved from

Australian Institute for Teaching and School leadership. (2012). St Paul’s School, QLD. Retrieved from

Bain, J., Ballantyne, R., Packer, J., & Mills, C. (1999). Using journal writing to enhance student teachers’ reflectivity during field experience placements. Teachers and Teaching, 5(1), 51-73.

Beltman, S., Mansfield, C., & Price, A. (2011). Thriving not just surviving: A review of research on teacher resilience. Educational Research Review, 6(3), 185-207. doi: 10.1016/j.edurev.2011.09.001

Benard, B. (1993). Fostering resiliency in kids. Educational Leadership, 51(3), 44-48.

Bernard, M. E. (n.d.). Emotional resilience: Implications for you can do it! Education theory and practice. from

Bobek, B. L. (2002). Teacher resiliency: A key to career longevity. The Clearing House, 75(4), 202-205. doi:10.1080/00098650209604932

Boyd, J., & Eckert, P. (2002). Creating resilient educators. Hastings Point, NSW: Global Learning Communities.

Brackett, M.A. Katulak, N.A., Kremenitzer, J.P., Alster, B., & Caruso, D. (2008). Emotionally literate teaching. In M.A. Brackett, J.P. Kremenitzer, M. Maurer, M.D. Carpenter, S.E. Rivers and N.A. Katulak (eds), Emotional literacy in the classroom: Upper elementary. Port Chester, NY: National professional Resources.

Brackett, M.A., Palomera, R., Mojsa-Kaja, J., Reyes, M.R., & Salovey, P. (2010). Emotion-regulation ability, burnout, and job satisfaction among British secondary school teachers. Psychology in the Schools, 47 (4), 406 – 417.  doi:10.1002/pits.20478

Brunetti, G. J. (2006). Resilience under fire: Perspectives on the work of experienced, inner city high school teachers in the United States. Teaching and Teacher Education, 22(7), 812-825. doi: 10.1016/j.tate.2006.04.027

Bullough, R. V. (2012). Cultures of (Un)happiness: Teaching, schooling, and light and dark humor. Teachers and Teaching, 18(3), 281-295. doi: 10.1080/13540602.2012.629836

Cahill, H. (2005).  Enhancing resilience 2: Stress and coping. Retrieved from

Cameron, E. L., Fox, J. D., Anderson, M. S., & Cameron, C. A. (2010). Resilient youths use humor to enhance socioemotional functioning during a day in the life. Journal of Adolescent Research, 25(5), 716-742. doi: 10.1177/0743558410366595

Campos, J. J., Frankel, C. B., & Camras, L. (2004). On the nature of emotion regulation. Child Development, 75(2), 377-394.

Çapan, B. E. (2012). Teacher candidates' strategies for coping with stress. International Online Journal of Educational Sciences, 4(1), 146-161.

Carrington, S., & Selva, G. (2010). Critical social theory and transformative learning: Evidence in preservice teachers’ service-learning reflection logs. Higher Education Research and Development, 29(1), 45-57. doi: 10.1080/07294360903421384

CartooningGenius. (2013). One-step-at-a-time – goal achieving cartoon doodle video. Retrieved from

Caspersen, J., & Raaen, F. D. (2014). Novice teachers and how they cope. Teachers and Teaching, 20(2), 189-211. doi: 10.1080/13540602.2013.848570

Castro, A. J., Kelly, J., & Shih, M. (2010). Resilience strategies for new teachers in high-needs areas. Teaching and Teacher Education, 26(3), 622-629. doi: 10.1016/j.tate.2009.09.010

CBAustralia. (2014). NSW Teachers Foundations 'Graduation 3' via Ray Lawrence. Retrieved from

Cefai, C., & Cavioni, V. (2014). Social and emotional education in primary school: Integrating theory and research into practice. New York: Springer.

Chang, M. (2009). An appraisal perspective of teacher burnout: Examining the emotional work of teachers. Educational Psychology Review, 21, 193-218. doi: 10.1007/s10648-009-9106-y

Cochran-Smith, M. (2004). Stayers, leavers, lovers, and dreamers: Insights about teacher retention. Journal of Teacher Education, 55, 387-392. doi: 10.1177/0022487104270188

Coetzee, S., Ebersöhn, L. , & Ferreira, R. (2013). South African rural teachers’ conceptualisation of their own career resilience: Stories of defining moments and career satisfaction. Paper presented at the Responsible Teaching and Sustainable Learning. 15th Biennial EARLI conference for Research on Learning and Instruction, Munich, Germany.

Cohen, R. M. (2009). What it takes to stick it out: two veteran inner-city teachers after 25 years. Teachers and Teaching, 15(4), 471-491. doi: 10.1080/13540600903057252

Conyers, M., & Wilson, D. (2002). The power of practical optimism [video]. Winter Park, FL:  BrainSMART.

Corbell, K. A., Osborne, J., & Reiman, A. J. (2010). Supporting and retaining beginning teachers: A validity study of the Perceptions of Success Inventory for Beginning Teachers. Educational Research and Evaluation: An International Journal on Theory and  Practice, 16(1), 75 - 96. doi: 10.1080/13803611003722325

Corcoran, R. & Tormey, R. (2012). Developing emotionally competent teachers. Bern, Switzerland: Peter Lang.

Curry, J. R. , & O’Brien, E. R. (2011). Shifting to a wellness paradigm in teacher education: A promising practice for fostering teacher stress reduction, burnout resilience, and promoting retention. Ethical Human Psychology and Psychiatry, 14(3), 178-191. doi: 10.1891/1559-4343.14.3.178

Day, C. (2007). Teachers matter: Connecting work, lives and effectiveness. Maidenhead: McGraw-Hill/Open University Press.

Day, C. (2008). Committed for life? Variations in teachers’ work, lives and effectiveness. Journal of Educational Change, 9(3), 243-260. doi: 10.1007/s10833-007-9054-6

Day, C. (2014). Resilient principals in challenging schools: The courage and costs of conviction. Teachers and Teaching, 20(5), 638-654. doi: 10.1080/13540602.2014.9379591-17

Day, C., & Gu, Q. (2007). Variations in the conditions for teachers' professional learning and development: Sustaining commitment and effectiveness over a career. Oxford Review of Education - Special Issue, 33(4), 423-443. doi: 0.1080/03054980701450746

Day, C., & Gu, Q. (2014). Resilient teachers, resilient schools: Building and sustaining quality in testing times. Oxon, UK: Routledge.

Devos, A. (2010). New teachers, mentoring and the discursive formation of professional identity. Teaching and Teacher Education, 26(5), 1219-1223. doi: 10.1016/j.tate.2010.03.001

Dewey, J. (1933). How we think. Chicago: Regnery.

Doney, P. A. (2013). Fostering resilience: A necessary skill for teacher retention. Journal of Science Teacher Education, 24, 645–664. doi: 10.1007/s10972-012-9324-x

Dworkin, A. G. (2009). Teacher burnout and teacher resilience: Assessing the impacts of the school accountability movement. In L. J. Saha & A. G. Dworkin (Eds.), International Handbook of Research on Teachers and Teaching (pp. 491–509). LLC: Springer Science + Business Media.

Ebersöhn, L. (2012). Adding 'Flock' to 'Fight and Flight': A honeycomb of resilience where supply of relationships meets demand for support. Journal of Psychology in Africa, 22(1), 29-42

Ebersöhn, L. (2014). Teacher resilience: theorizing resilience and poverty. Teachers and Teaching, 20(5), 568-594. doi: 10.1080/13540602.2014

Ee, J., & Chang, A. (2010). How resilient are our graduate trainee teachers in Singapore? The Asia-Pacific Education Researcher, 19(2), 321-331.

EYLF (Early Years Learning Framework for Australia). (2013). Retrieved from

Fantilli, R., & McDougall, D.E. (2009). A study of novice teachers: Challenges and supports in the first years. Teaching and Teacher Education, 25(6), 825-841. doi: doi: 0.1016/j.tate.2009.02.021

Ferguson, D. (2008). What teachers need to know about personal wellbeing. Camberwell: ACER Press.

Fleet, A., Kitson, R., Cassady, B., & Ross, H. (2007). University-qualified Indigenous early childhood teachers: Voices of resilience. Retrieved from

Flores, M. (2006). Being a novice teacher in two different settings: Struggles, continuities and discontinuities. Teachers College Record, 108(10), 2021-2052. doi: 10.1111/J.1467-9620.2006.00773.X

Forgeard, M. J. C., & Seligman, M. E. P. (2012). Seeing the glass half full: A review of the causes and consequences of optimism. Pratiques Psychologiques, 18(0), 107-120. doi: 10.1016/j.prps.2012.02.002

Fried, L. (2011). Teaching teachers about emotion regulation in the classroom. Australian Journal of Teacher Education, 36(3), 117-127. doi: 10.14221/ajte.2011v36n3.1

Gibbs, S., & Miller, A. (2013). Teachers’ resilience and well-being: a role for educational psychology. Teachers and Teaching, 20(5), 609-621. doi: 10.1080/13540602.2013.844408

Green, D., Oswald, M., & Spears, B. (2007). Teachers’ (mis)understandings of resilience. International Education Journal, 8(2), 133-144.

Gu, Q. (2014). The role of relational resilience in teachers’ career-long commitment and effectiveness. Teachers and Teaching, 20(5). 502-529. doi: 10.1080/13540602.2014.937961

Gu, Q. & Day, C. (2011). Challenges to teacher resilience: Conditions count. British Educational Research Journal, 1-23. doi: 10.1080/01411926.2011.623152

Gu, Q., & Day, C. (2007). Teacher’s resilience: a necessary condition for effectiveness. Teaching and Teacher Education, 23, 1302-1316. doi: 10.1016/j.tate.2006.06.006

Gu, Q., & Li, Q. (2013). Sustaining resilience in times of change: Stories from Chinese teachers. Asia-Pacific Journal of Teacher Education, 41(3), 288-303. doi: 10.1080/1359866X.2013.809056 video library. (2009). Dr. Seligman’s definition of optimism. Retrieved from

Hargreaves, A. (1998). The emotional practice of teaching. Teaching and Teacher Education, 14(8), 835-854.

Hemmings, B., & Hockley, T. (2002). Student teacher stress and coping mechanisms. Education in Rural Australia, 12(2), 25-35.

Hirschkorn, M. (2009). Student-teacher relationships and teacher induction: Ben's story. Teacher Development, 13(3), 205-217. doi: 10.1080/13664530903335566

Hong, J. Y. (2012). Why do some beginning teachers leave the school, and others stay? Understanding teacher resilience through psychological lenses. Teachers and Teaching, 18(4), 417-440. doi: 10.1080/13540602.2012.696044

Howard, S., & Johnson, B. (2004). Resilient teachers: Resisting stress and burnout. Social Psychology of Education, 7(4), 399-420.

Huisman, S., Singer, N. R., & Catapano, S. (2010). Resiliency to success: Supporting novice urban teachers. Teacher Development, 14(4), 483 - 499. doi: 10.1080/13664530.2010.533490

Jarzabkowski, L. (2003). Teacher collegiality in a remote Australian school. Journal of Research in Rural Education, 18(3), 139-144.

Jenkins, K., Smith, H., & Maxwell, T. (2009). Challenging experiences faced by beginning casual teachers: here one day and gone the next! Asia-Pacific Journal of Teacher Education, 37(1), 63-78. doi: 10.1080/13598660802616443

Jennings, P. A., Snowberg, K. E., Coccia, M. A., & Greenberg, M. T. (2011). Improving classroom learning environments by Cultivating Awareness and Resilience in Education (CARE ): Results of two pilot studies. Journal of Classroom Interaction, 46(1), 37-48.

Johnson, B., Down, B., Le Cornu, R., Peters, J., Sullivan, A., Pearce, J., et al. (2012). Early career teachers: Stories of resilience. Retrieved from

Johnson, B., Down, B., Le Cornu, R., Peters, J., Sullivan, A. M., Pearce, J., et al. (2014). Promoting early career teacher resilience: a framework for understanding and acting. Teachers and Teaching 20(5), 530-546. doi: 10.1080/13540602.2014.937957.

Kaldi, S. (2009). Student teachers' perceptions of self-competence in and emotions/stress about teaching in initial teacher education. Educational Studies, 35(3), 349-360. doi: 10.1080/03055690802648259

KidsMatter (2014) Component 1: Positive school community. Video 4: What is mental health? Retrieved from

KidsMatter (2014) Component 1: Positive school community. Video 5: Why is mental health important? Retrieved from

KidsMatter (2014) Component 3: Working with parents and carers. Video 7: Building relationships. Retrieved from

KidsMatter (2014) Component 3: Working with parents and carers. Video 6: Responding to parent and carer questions – the S-I-B model. Retrieved from

Kitching, K., Morgan, M., & O'Leary, M. (2009). It's the little things: Exploring the importance of commonplace events for early-career teachers' motivation. Teachers and Teaching, 15(1), 43-58. doi: 10.1080/13540600802661311

Knight, C., Balatti, J., Haase, M., & Henderson, L. (2010). Preservice teacher stressors and their reactions to those stressors: resilient responses. Paper presented at the Australian Teacher Education Association Conference, Townsville, QLD, Australia.

Latham, G., Blaise, M., Dole, S., Faulkner, J., & Malone, K. (2011). Learning to teach: new times, new practices (2nd ed.). South Melbourne: Oxford.

Le Cornu, R. (2013). Building early career teacher resilience: The role of relationships. Australian Journal of Teacher Education, 38(4), 1-16. doi: 10.14221/ajte.2013v38n4.4

Leroux, M., & Théorêt, M. (2014). Intriguing empirical relations between teachers’ resilience and reflection on practice. Reflective Practice: International and Multidisciplinary Perspectives, 15(3), 289-303. doi: 10.1080/14623943.2014.900009

Leroux, M., Théorêt, M., & Garon, R. (2010). Exploration of the Relations between Teacher Resilience and Teacher Reflection in Inner-City Schools. Paper presented at the 2010 AERA Annual Meeting, Denver, Colorado.

Mackenzie, S. (2012). I can’t imagine doing anything else: Why do teachers of children with SEN remain in the profession? Resilience, rewards and realism over time. Journal of Research in Special Educational Needs, 12(3), 151–161. doi: 10.1111/j.1471-3802.2011.01221.x

Mansfield, C. F., Beltman, S., Price, A., & McConney, A. (2012). “Don’t sweat the small stuff:” Understanding teacher resilience at the chalkface. Teaching and Teacher Education, 28(3), 357-367. doi: 10.1016/j.tate.2011.11.001

Mansfield, C.F., Beltman, S., & Price, A. (2014). "I'm coming back again!": The resilience process of early career teachers. Teachers and Teaching 20(5), 547-567. doi: 10.1080/13540602.2014.937958

Marland, P. (2007). Learning to teach: a primer for pre-service teachers.  Frenchs Forest: Pearson.

Masten, A. S., & O'Dougherty Wright, M. (2010). Resilience over the lifespan: Developmental perspectives on resistance, recovery and transformation. In J. W. Reich, A. J. Zautra & J. Stuart Hall (Eds.), Handbook of Adult Resilience (pp. 213-236). New York: The Guilford Press.

Masten, A.S. (2009). Ordinary magic: Lessons from research on resilience in human development. Education Canada, 49(3), 28-32. Retrieved from

McCormack, A., & Thomas, K. (2005). The reality of uncertainty: The plight of casual beginning teachers. Change: Transformations in Education, 8(1), 17-31.

McCormack, A., Gore, J., & Thomas, K. (2006). Early career teacher professional learning. Asia-Pacific Journal of Teacher Education, 34(1), 95-113. doi: 10.1080/13598660500480282

McGrath, H., & Noble, T. (2003). Bounce back. Frenchs Forest NSW: Pearson: Longman.

Meyer, D. K., & Turner, J. C. (2002). Discovering emotion in classroom motivation research. Educational Psychologist, 37(2), 107-114.

Morgan, M., Ludlow, L., Kitching, K., O'Leary, M., & Clarke, A. (2010). What makes teachers tick? Sustaining events in new teachers' lives. British Educational Research Association, 36(2), 191-208. doi: 10.1080/01411920902780972

Newberry, M. (2013). The demand of multiplicity in the classroom: Emotion regulation and cognitive load. In M. Newberry, A. Gallant & P. Riley (Eds.), Emotion and school: Understanding how the hidden curriculum influences relationships, leadership, teaching and learning (pp. 25-47). Bingley, UK: Emerald.

NSW Department of Community Services (January, 2008). Brighter Futures: Engaging with Aboriginal children and families. Retrieved from

NSW Teachers Federation (5 April, 2014).  Making of teachers make a difference. Retrieved from

New Teacher Centre (20 June, 2012). Social-emotional learning: Developing student and teacher resilience. Retrieved from

Olsen, B., & Anderson, L. (2007). Courses of action: A qualitative investigation into urban teacher retention and career development. Urban Education, 42(1), 5-29. doi: 10.1177/0042085906293923

Papatraianou, L. H., & Le Cornu, R. (2014). Problematising the role of personal and professional relationships in early career teacher resilience. Australian Journal of Teacher Education, 39(1), 100-106. doi: 10.14221/ajte.2014v39n1.7

Peterman, F. P. (2005). Resiliency, resistence and persistence to be an urban teacher: Creating standards that respond to the context of knowledge construction and learning to teach about teaching. In D. B. e. al. (Ed.), Teacher professional development in changing conditions (pp. 309-329). The Netherlands: Springer.

Peters, J., & Pearce, J. (2012). Relationships and early career teacher resilience: a role for school principals. Teachers and Teaching, 18(2), 249-262. doi: 10.1080/13540602.2012.632266

Phelps, P. H., & Benson, T. R. (2012). Teachers with a passion for the profession. Action in Teacher Education, 34(1), 65-76. doi: 10.1080/13540602.2012.632266

PinoPasternak, D. (15 September, 2014). Jade Elvin: Wyndam District High School. Retrieved from

Prather-Jones, B. (2011). How school administrators influence the retention of teachers of students with emotional and behavioral disorders. Clearing House: A Journal of Educational Strategies, Issues and Ideas, 84(1), 1-8. doi: 10.1080/00098655.2010.489387

Prilik, B. S. (2007). Resiliency in public school teachers of students with emotional disabilities. (Doctor of Education), University of Northern Colorado, Ann Arbor,.   (3280267)

ResponseAbility (2014). Mental health and mental ill-health. Retrieved from

ResponseAbility (2014). Wellbeing and self-care. Retrieved from

ResponseAbility (2014). Looking after yourself and others – for students. Retrieved from

Richards, J. (2012). Teacher stress and coping strategies: A national snapshot. The Educational Forum, 76, 299-316. doi: 10.1080/00131725.2012.682837

Richardson, P. W., & Watt, H. M. G. (2006). Who chooses teaching and why? Profiling characteristics and motivation across three Australian universities. Asia-Pacific Journal of Teacher Education, 34(1), 27-56. doi: 0.1080/13598660500480290

Robinson, L., Segal, J., & Segal, R. (2014). Effective communication. Retrieved from

Ryan, M., & Ryan, M. (2013). Theorising a model for teaching and assessing reflective learning in higher education. Higher Education Research & Development, 32(2), 244-257. doi: 10.1080/07294360.2012.661704

Sammons, P., Day, C., Kington, A., Gu, Q., Stobart, G., & Smees, R. (2007). Exploring variations in teachers' work, lives and their effects on pupils: Key findings and implications from a longitudinal mixed-method study. British Educational Research Journal, 33(5), 681-701. doi: 10.1080/01411920701582264

Schön, D. A. (1983). Reflective practitioner: How professionals think in action. New York: Basic Books.

Schoolatoz (18 April, 2011) School A to Z - Building your child's resilience. Retrieved from

Schuck, S., Aubusson, P., Buchanan, J., & Russell, T. (2012). Beginning Teaching: Stories from the Classroom. London: Springer.

Schunk, D. H., & Zimmerman, B. J. (1996). Modeling and self-efficacy influences on children's development of self-regulation. In J. Juvonen & K. R. Wentzel (Eds.), Social motivation: Understanding children's school adjustment (pp. 154-180). New York: Cambridge University Press.

Sharplin, E., O'Neill, M., & Chapman, A. (2011). Coping strategies for adaptation to new teacher appointments: Intervention for retention. Teaching and Teacher Education, 27(1), 136-146. doi: 10.1016/j.tate.2010.07.010

Sitek-Solatka, D. J. (2005). A measure of our success: Fostering educator resiliency in the work setting. Seattle University.

Smyth, J. (1987). When teachers theorize their practice: A reflexive approach to distance education, In T. Evans & D. Nation (eds), Critical reflections on distance education (pp. 197-233). London: The Falmer Press.

Supkoff, L. M., Puig, J., & Sroufe, L. A. (2012). Situating resilience in developmental context. In M. Ungar (Ed.), The Social Ecology of Resilience (pp. 127-142). New York: Springer.

Sutton, R. E. (2004). Emotional regulation goals and strategies of teachers. Social Psychology of Education, 7(4), 379-398.

Sutton, R. E., & Wheatley, K. F. (2003). Teachers' emotions and teaching: A review of the literature and directions for future research. Educational Psychological Review, 15(4), 327-358.

Sutton, R. E., Mudrey-Camino, R., & Knight, C. C. (2009). Teachers' emotion regulation and classroom management. Theory Into Practice, 48(2), 130-137. doi: 10.1080/00405840902776418

Tait, M. (2005). Resilience and new teacher success. Education Today, 17(3), 12-13.

Tait, M. (2008). Resilience as a contributor to novice teacher success, commitment, and retention. Teacher Education Quarterly, 35(4), 57-76.

TeacherFeature AITSL. (2012). What are your goals for this year? Retrieved from

TeacherFeature AITSL. (2012). How do you go about improving your teaching? Retrieved from

TeacherFeature AITSL. (2012). What experiences has had the most positive impact on your teaching? Retrieved from

TeacherFeature AITSL. (2012). How has social media influenced your professional practice? Retrieved from

TeacherFeature AITSL. (2012). How do your colleagues impact on your teaching? Retrieved from

TeacherFeature AITSL. (2012) What is the most important advice you could give to a teacher beginning their career? Retrieved from

Teacher Feature AITSL. (2012). How do your colleagues impact on your teaching? Retrieved from

TeacherFeature AITSL. (2012). What is the most important advice you could give to a teacher beginning their career? Retrieved from

Teacher Feature AITSL. (2013). What are the biggest challenges of working in a remote setting, and how do you overcome them? Retrieved from

Teacher Feature AITSL. (2013). What are the biggest challenges of working in a remote setting, and how do you overcome them? Retrieved from

The Resilience Research Centre. (2014). What is resilience? Retrieved from

Thieman, E. B., Henry, A. L. , & Kitchel, T. (2012). Resilient agricultural educators: Taking stress to the next level. Journal of Agricultural Education, 53(1), 81-94. doi: 10.5032/jae.2012.01081

Tschannen-Moran, M., & Woolfolk Hoy, A. (2007). The differential antecedents of self-efficacy beliefs of novice and experienced teachers. Teaching and Teacher Education, 23(6), 944-956. doi: 10.1016/J.Tate.2006.05.003

Tsouloupas, C. N., Carson, R. L., Matthews, R., Grawitch, M. J., & Barber, L. K. (2010). Exploring the association between teachers' perceived student misbehaviour and emotional exhaustion: The importance of teacher efficacy beliefs and emotion regulation. Educational Psychology, 30(2), 173-189.  doi: 10.1080/01443410903494460

Tyson, O., Roberts, C. M., & Kane, R. (2009). Can implementation of a resilience program for primary school children enhance the mental health of teachers? Australian Journal of Guidance and Counselling, 19(2), 116-130. doi:

Waddell, J. (2007). The time is now: The role of professional learning communities in strengthening resiliency of teachers in urban school. In D. M. Davis (Ed.), Resiliency considered policy implications of the resiliency movement (pp. 123-145). Charlotte, North Carolina: Information Age Publishing.

Walsh, Froma. (2002). Bouncing forward: Resilience in the aftermath of September 11. Family Process, 41, 34-36.

Watt, H. M. G., & Richardson, P. W. (2008). Motivations, perceptions, and aspirations concerning teaching as a career for different types of beginning teachers. Learning and Instruction, 18, 408-428. doi: doi: 10.1016/j.learninstruc.2008.06.002

Woolfolk Hoy, A. (2013). A reflection on the place of emotion in teaching and teacher education. In M. Newberry, A. Gallant & P. Riley (Eds.), Emotion and school: Understanding how the hidden curriculum influences relationships, leadership, teaching and learning (pp. 255-269). Bingley, UK: Emerald.

Zimmerman, B. J. (1998). Academic studying and the development of personal skill: a self-regulatory perspective. Educational Psychologist, 33(2/3), 73-86

Murdoch University logo
Curtin University logo
University of Wollongong logo