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dc.contributor.authorEblie Trudel, Lesley G.
dc.contributor.authorSokal, Laura J.
dc.contributor.authorBabb, Jeff C.
dc.date.accessioned2021-07-06T18:39:01Z
dc.date.available2021-07-06T18:39:01Z
dc.date.issued2021-06-25
dc.identifier.citationEblie Trudel, Lesley G., Laura J. Sokal, and Jeff C. Babb. "Planning for Teacher Recovery from the COVID-19 Pandemic: Adaptive Regulation to Promote Resilience." Interdisciplinary Education and Psychology 3(1) (2021): article 1.en_US
dc.identifier.issn2576-8271
dc.identifier.urihttps://hdl.handle.net/10680/1958
dc.description.abstractIncreased job demands coupled with insufficient resources, typically result in job strain which can lead to burnout. However, in a series of studies conducted with Canadian teachers during the COVID-19 pandemic, the findings indicated that not all teachers were experiencing this phenomenon. Whereas some teachers struggled to keep up with demands which surpassed their job and personal resources, others remarkably experienced achievement and growth. This article features a discussion of a multi-system approach of adaptive regulation proposed to maintain and enhance resilience, notably in response to the diversity of teacher experiences reported in the Canadian studies. While previous literature has discussed the construct of adaptive regulation in mitigating burnout and promoting resilience, it has not been considered for efforts aimed at teacher recovery from a pandemic.en_US
dc.description.urihttp://riverapublications.com/article/planning-for-teacher-recovery-from-the-covid-19-pandemic-adaptive-regulation-to-promote-resilienceen_US
dc.language.isoenen_US
dc.publisherRivera Open
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectCOVID-19en_US
dc.subjectPandemicen_US
dc.subjectTeachersen_US
dc.subjectBurnouten_US
dc.subjectResilienceen_US
dc.subjectRecoveryen_US
dc.titlePlanning for Teacher Recovery from the COVID-19 Pandemic: Adaptive Regulation to Promote Resilienceen_US
dc.typeArticleen_US
dc.rights.licenseCC-BYen_US


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