ABSTRACT
This chapter examines how to maintain and enhance teacher well-being and resilience by developing effective strategies to cope with perceived stressors. Well-being has two components: feeling good and functioning effectively, whereas resilience is the ability to cope with stress and adversity. Stress is about thinking, feelings and behaviour. Someone who is stressed will have thought about and interpreted an event, experienced some emotions and will probably behave differently than normal. Roland Chaplain and A. Freeman offer an architecture to explain how: coping occurs at two levels; coping teachers differ from those who are not coping; and the various personal, situational and organisational and interpersonal dimensions might influence the coping process. The model presents two levels of thinking that reflect different theorised systems, explained by reference to a metaphor of the functional relationship between executives and workers in an organisation or, BOSS and EMPLOYEE. A lack of coping at EMPLOYEE level usually comes to BOSS's attention through cognitive appraisal or feedback from others.
