ABSTRACT
So far in this book we have established that teachers who develop systems of self-management (which is founded upon a high degree of self-awareness, which itself is an on-going, renewing evidence-based, reflective process) are likely to be academically optimistic, with a sense of positive self-efficacy and well-being, professional identity, commitment, emotional energy and moral purpose. They are also likely to have a strong sense of agency and job satisfaction or, better yet, job fulfilment. We have shown, also, that because teaching and teaching effectively is necessarily intense, complex and exhausting (as well as invigorating) work, everyday resilience which goes beyond ‘coping’ and ‘survival’ is necessary. So resilience as it has been defined traditionally – the ability to bounce back in adverse or extreme circumstances – is insufficient to understand how and why many teachers are able to flourish and teach to their best.
