ABSTRACT
Chapters 1 to 8 have shown that resilience is the result of a complex amalgam of and interaction between several forces; that these are affected by the relative strength of the influences of different personal, workplace and socio-cultural scenarios upon teachers as well as the inner strength of their educational values and their capacities to manage these; and that resilience itself is more than a capacity which enables teachers to cope or survive in adverse conditions. It is, rather, an important (but not sole) condition for sustaining good teaching on every school day. This final chapter discusses the implications of an understanding and acknowledgement of the key role played by resilience in the quality retention and continuing development of teachers for system and school leaders, teacher educators and teachers themselves.
