Resignation and Resilience: Bridging Effective Teaching to the Impacts of Complex and Layered School Culture

This article examines the relationship between teacher efficacy, leadership, and how they intersect with complex and layered school system dynamics. Using the Listening Guide Method for Qualitative Inquiry (the Listening Guide, Gilligan, 1993), teacher interviews are examined, resulting in thematic...

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Bibliographic Details
Published inResearch in educational administration & leadership Vol. 8; no. 1; pp. 88 - 140
Main Authors GAROFALO, Mary, GRAZİANO, Matthew
Format Journal Article
LanguageEnglish
Published 28.03.2023
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Summary:This article examines the relationship between teacher efficacy, leadership, and how they intersect with complex and layered school system dynamics. Using the Listening Guide Method for Qualitative Inquiry (the Listening Guide, Gilligan, 1993), teacher interviews are examined, resulting in thematic expressions of resignation or resilience. These qualitative data revealed that effective classroom teachers can overcome the limitations of existing bureaucratic structures through resilience anchored in individual self-efficacy. Teacher resilience, anchored in demonstrated self-efficacy, played a major role in teachers’ in-classroom experiences and ability to successfully navigate a complex and layered school system dynamics.
ISSN:2564-7261
2564-7261
DOI:10.30828/real.1072648