社会学视角下的西方教师复原力研究述评

Teacher Resilience Studies in the Past Twenty Years:A Review Focused on Sociological Ap­proach

当前我国教师队伍,尤其是乡村教师队伍建设面临的挑战之一是如何高质量地“留住人”,即“人在心也在”。通过综述和分析近二十年关于教师复原力的英文文献,发现教师复原力研究从最初的心理学进路逐渐转向强调关系联结的社会学探索。师生关系、同事关系与学校氛围是影响教师复原力构建的重要因素。已有实证研究表明,教师复原力的建设需要强化新手教师的组织融入;通过明确日常工作的分工协作,建立基于情感互助和知识共享的同事间良性互动机制。此外,学校文化氛围与学校领导者的风格也影响着教师的职业情感,对个体的去留、工作状态常有重要影响。

As teacher turnover is costly, how to improve teacher retention is a major challenge in China. By reviewing and analyzing the literature on teacher resilience published in English in the past twenty years, this paper found that the research field of teacher resilience has changed the focus on personal traits to a sociological approach by emphasizing the complex relations in the workplace. Researchers have intensively discussed three types of relations, which are teacher-student relationship, colleague relationship and school climate. These researchers argue that helping novice teachers fit in is important for constructing resilience in everyday school work;the clear boundaries of working responsibilities are also critical for both group solidarity and individual’s resilience. In addition, school climate and leadership can influence teachers’ professional emotions, which significantly affect teacher retention. Thus, this paper suggests that teacher resilience should be valued for future policy-making other than remunerations.