Beginning teacher resilience in remote Australia: a place-based perspective

Lisa H. Papatraianou, Alison Strangeways, Susan Beltman, Emma Louise Schuberg

    Research output: Contribution to journalArticlepeer-review


    Enhancing resilience is key to reducing teacher attrition and addressing the challenges of the profession but scant research exists on resilience in regional and remote settings, where there is a shortage of quality, specialist and lead teachers. The aim of this study was to combine ecological and relational perspectives on resilience to examine pre-service and early career teacher resilience in the remote context of central Australia. The findings suggest that beginning teacher resilience in central Australia involves a particular set of enablers and constraints which are characterised by teachers’ capacity to build connections to place, connections as a learner and connections in relationships. A transactional systems model is presented that articulates the dynamism of the resilience processes and offers a way to better understand the ecological interdependencies unique to a particular context and culture. This understanding will enable teachers, initial teacher educators, school leaders and policy makers to better address the challenges facing this profession.

    Original languageEnglish
    Pages (from-to)893-914
    Number of pages22
    JournalTeachers and Teaching: Theory and Practice
    Issue number8
    Publication statusPublished - 17 Nov 2018


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