ABSTRACT
Mental wellbeing is linked to a limited conceptualisation of perceived stimulation in teachers' professional lives. School environments can diminish teachers' perceived self-efficacy, threatening wellbeing, especially when educational reforms mandate excessive conformity. The psychological concept of wellbeing is accompanied in education by an emphasis on physical, emotional, mental and spiritual fulfilment. Framing teaching in a technocratic context poses a moral challenge to teacher–pupil relationships, and restricts individuals' ability to make informed, professional judgements drawn from research-informed practice. When seen as an umbrella term for the ability to bounce back and manage conflicts, adaptability, commitment, flexibility, motivation, positivity and optimism, teacher resilience can easily become the goal of teacher retention. Teacher wellbeing can be viewed from both an individual and social perspective. There are concerns that the hyper-focus on resilience within international teacher education research and practice is detrimental to both individual teachers and the teaching profession as a whole.
