Planning for Teacher Recovery from the COVID-19 Pandemic: Adaptive Regulation to Promote Resilience
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Eblie Trudel, Lesley G.
Sokal, Laura J.
Babb, Jeff C.
Eblie Trudel, Lesley G., Laura J. Sokal, and Jeff C. Babb. "Planning for Teacher Recovery from the COVID-19 Pandemic: Adaptive Regulation to Promote Resilience." Interdisciplinary Education and Psychology 3(1) (2021): article 1.
Increased job demands coupled with insufficient resources, typically result in job strain which can lead to burnout. However, in a series of studies conducted with Canadian teachers during the COVID-19 pandemic, the findings indicated that not all teachers were experiencing this phenomenon. Whereas some teachers struggled to keep up with demands which surpassed their job and personal resources, others remarkably experienced achievement and growth. This article features a discussion of a multi-system approach of adaptive regulation proposed to maintain and enhance resilience, notably in response to the diversity of teacher experiences reported in the Canadian studies. While previous literature has discussed the construct of adaptive regulation in mitigating burnout and promoting resilience, it has not been considered for efforts aimed at teacher recovery from a pandemic.