Author(s): Gibbs S, Miller A
Abstract: This paper follows from a series of ESRC Seminars ('An inter-disciplinary inquiry into the nature of resilience in teachers: Retention and effectiveness in times of change') hosted by the Universities of Nottingham and Oxford. The retention and resilience of teachers are subject to many influences. Children's behaviour is often cited as a major source of stress for teachers. In this paper we contend that an understanding of teachers’ attributions and efficacy beliefs provides a basis of support for teachers. We will outline findings from research that has examined teachers’ attributions for the causes of children’s misbehaviour, teachers’ beliefs in their efficacy as classroom managers of children’s behaviour and how such beliefs may be supported and enhanced. We also relate these findings to those associated with educational and developmental outcomes for children. We will provide some evidence (from consultation and interventions with teachers) of ways that applied psychologists have contributed to the professional well-being of teachers. We will conclude by engaging in discussion with participants about whether or not these ideas are of value to EPs and whether or not EPs can make a greater contribution to the retention and resilience of teachers.