ABSTRACT
Much research internationally has found that personal, workplace and socio-cultural scenarios may either support or threaten teachers’ sense of positive, stable professional identity and their perceptions of their effectiveness. There is also ample evidence in the literature which points to the role of resilience in enabling individuals to manage adverse scenarios and fluctuations in their work and lives and through this, succeed and thrive over time. However, the contributions to resilience of its constituent parts – well-being, commitment, emotional energy, academic optimism and care – have yet to be fully explored.
