ACARA (Australian Curriculum, Assessment and Reporting Authority). (2015). Personal and social capability: Organising elements. Retrieved from https://www.
Adnewsaust. (2014). Graduation – NSW Teachers Federation. Retrieved from https://www.youtube.com/watch?v=OdreCYJMyUU#t=38
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 http://www.apa.org/helpcenter/road-resilience.aspx
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 http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/list
Australian Institute for Teaching and School Leadership. (2012). Two-way communication. Retrieved from http://www.aitsl.edu.au/australian-professional-standards-for-teachers/illustrations-of-practice/detail?id=IOP00223
Australian Institute for Teaching and School Leadership. (2012). Yarn meeting. Retrieved from http://www.aitsl.edu.au/australian-professional-standards-for-teachers/illustrations-of-practice/detail?id=IOP00185
Australian Institute for Teaching and School leadership. (2012). St Paul’s School, QLD. Retrieved from https://www.youtube.com/watch?v=g58uuc9wE10
Bernard, M. E. (n.d.). Emotional resilience: Implications for you can do it! Education theory and practice. from http://www.youcandoiteducation.com/reflectionsonemotional_files/ReflectionsOnEmotional.pdf
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
Cahill, H. (2005). Enhancing resilience 2: Stress and coping. Retrieved from http://www.mindmatters.edu.au/tools-resources/resources-archive
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
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 https://www.youtube.com/watch?v=8cCiqbSJ9fg
CBAustralia. (2014). NSW Teachers Foundations 'Graduation 3' via Ray Lawrence. Retrieved from https://www.youtube.com/watch?v=_IdyEJ6q3l8#t=29
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.
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
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: 10.1891/1559-4318.104.22.168
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
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. (2014). Teacher resilience: theorizing resilience and poverty. Teachers and Teaching, 20(5), 568-594. doi: 10.1080/13540602.2014
EYLF (Early Years Learning Framework for Australia). (2013). Retrieved from http://files.acecqa.gov.au/files/National-Quality-Framework-Resources-Kit/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf
Fleet, A., Kitson, R., Cassady, B., & Ross, H. (2007). University-qualified Indigenous early childhood teachers: Voices of resilience. Retrieved from http://www.earlychildhoodaustralia.org.au
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
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
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
Happier.com video library. (2009). Dr. Seligman’s definition of optimism. Retrieved from https://www.youtube.com/watch?v=8-rMuJW-UKg
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
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. 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
Commonwealth of Australia. (2012). Kidsmatter Component 1. Positive school community: Facilitator guide. Retrieved from https://www.kidsmatter.edu.au/sites/default/files/public/KMP20121205_C1_FacilitatorGuide.pdf
KidsMatter (2014) Component 1: Positive school community. Video 4: What is mental health? Retrieved from https://www.kidsmatter.edu.au/primary/resources-your-journey/c1-positive-school-community/professional-learning/video-resources
KidsMatter (2014) Component 1: Positive school community. Video 5: Why is mental health important? Retrieved from https://www.kidsmatter.edu.au/primary/resources-your-journey/c1-positive-school-community/professional-learning/video-resources
KidsMatter (2014) Component 3: Working with parents and carers. Video 7: Building relationships. Retrieved from https://www.kidsmatter.edu.au/primary/resources-your-journey/c3-working-parents-and-carers/professional-learning/video-resources
KidsMatter (2014) Component 3: Working with parents and carers. Video 6: Responding to parent and carer questions – the S-I-B model. Retrieved from https://www.kidsmatter.edu.au/primary/resources-your-journey/c3-working-parents-and-carers/professional-learning/video-resources
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.
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
Mansfield, C. F., Beltman, S., Weatherby-Fell, N., & Broadley, T. (2016). Classroom ready? Building resilience in teacher education. In R. Brandenberg, S. McDonough, J. Burke, & S. White (Eds.), Teacher Education: Innovation, intervention and impact (pp. 211-229). Singapore: Springer.
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 http://www.cea-ace.ca/sites/cea-ace.ca/files/EdCan-2009-v49-n3-Masten.pdf
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 http://www.community.nsw.gov.au
NSW Teachers Federation (5 April, 2014). Making of teachers make a difference. Retrieved from https://www.youtube.com/watch?v=Sc47Oz7Y3dY
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.
PinoPasternak, D. (15 September, 2014). Jade Elvin: Wyndam District High School. Retrieved from https://www.youtube.com/watch?v=WSL7X7wGtgU.
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
ResponseAbility (2014). Mental health and mental ill-health. Retrieved from http://www.responseability.
ResponseAbility (2014). Wellbeing and self-care.
ResponseAbility (2014). Looking after yourself and others – for students. Retrieved from http://www.responseability.org/__data/assets/pdf_file/0008/11213/Looking-After-Yourself-and-Others-For-Students-Final.pdf
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 http://www.helpguide.org/mental/effective_communication_skills.htm
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
Schoolatoz (18 April, 2011) School A to Z - Building your child's resilience. Retrieved from https://www.youtube.com/watch?v=ote4O3XTZUU
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
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.
TeacherFeature AITSL. (2012). What are your goals for this year? Retrieved from https://www.youtube.com/watch?v=F954xElOuP4
TeacherFeature AITSL. (2012). How do you go about improving your teaching? Retrieved from https://www.youtube.com/watch?v=r9jFKh_NlAA
TeacherFeature AITSL. (2012). What experiences has had the most positive impact on your teaching? Retrieved from https://www.youtube.com/watch?v=3_-XRKqn7bU
TeacherFeature AITSL. (2012). How has social media influenced your professional practice? Retrieved from https://www.youtube.com/watch?v=ogw9La_oRPQ
TeacherFeature AITSL. (2012). How do your colleagues impact on your teaching? Retrieved from https://www.youtube.com/watch?v=hMa69niEueo
TeacherFeature AITSL. (2012) What is the most important advice you could give to a teacher beginning their career? Retrieved from https://www.youtube.com/watch?v=Ve-1rPii1SU
Teacher Feature AITSL. (2012). How do your colleagues impact on your teaching? Retrieved from https://www.youtube.com/watch?v=OZswGjRgjns
TeacherFeature AITSL. (2012). What is the most important advice you could give to a teacher beginning their career? Retrieved from https://www.youtube.com/watch?v=n8sFS7RWs08
Teacher Feature AITSL. (2013). What are the biggest challenges of working in a remote setting, and how do you overcome them? Retrieved from https://www.youtube.com/watch?v=0diwfqfoP5A
Teacher Feature AITSL. (2013). What are the biggest challenges of working in a remote setting, and how do you overcome them? Retrieved from https://www.youtube.com/watch?v=y7eeXcpdk0A
The Resilience Research Centre. (2014). What is resilience? Retrieved from http://www.resilienceproject.org/about-the-rrc/resilience/14-what-is-resilience
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: http://dx.doi.org.dbgw.lis.curtin.edu.au/10.1375/ajgc.19.2.116
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.
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.