Study-Unit Description

Study-Unit Description


CODE RSE5041

 
TITLE Organisational Relationships and Supportive Networking in Resilience Enhancement

 
UM LEVEL 05 - Postgraduate Modular Diploma or Degree Course

 
MQF LEVEL 7

 
ECTS CREDITS 10

 
DEPARTMENT Centre for Resilience and Socio-Emotional Health

 
DESCRIPTION This study-unit introduces the roles of relationship and networking in the teaching profession. It defines the concept of organisational climate, communication and the roles of professional networking in supporting and developing resilience for teachers. It discusses also the communication flow in school in building positive relationships between teachers and interpersonal skills for practitioner resilience. In the final part of this study-unit, we describe the positive role of mentors and mentoring for the development of the teacher profession. More specifically, this study-unit will explore the following topics:

- Organizational culture and organizational climate as frames for building positive relationships and trust within school;
- Communication flow in the organization and its impacts on school climate;
- The role of supportive networks (personal and professionals) for practitioners` professional development and resilience;
- Interpersonal skills and practitioner resilience;
- Mentoring as a tool for practitioners` resilience.

Study-Unit Aims:

This study-unit seeks to provide course participants with a deeper understanding of the processes involved in promoting resilience amongst educational professionals. Participants will have the opportunity to examine professional stress and analyse stress factors in individual professional life and on the organisational school climate.It will then discuss how professional networking may be utilised to help practitioners deal with stress and develop resilience.

Learning Outcomes:

1. Knowledge & Understanding:

By the end of the study-unit the student will be able to:

- apply the resilience promotion framework to understand and promote the resilience and wellbeing of teachers through organizational climate;
- identify the main risk and solutions through networking to promote the personal and professional development of the teachers;
- apply the resilience framework to identify processes which help to promote the resilience and wellbeing of teachers and to became mentors for teachers;
- identify the strategies in promoting resilience for school leadership.

2. Skills:

By the end of the study-unit the student will be able to:

- Evaluate how organisational climate may promote resilience amongst the members;
- Engage in networking strategies to promote the personal and professional development of teachers;
- Facilitate a school organisational climate which promotes members’ resilience;
- Promote personal and professional development of teachers through mentoring.

Main Text/s and any supplementary readings:

Main Texts:

- Assuring Quality in Education: Policies and Approaches to School Evaluation in Europe, 2015,(http://bookshop.europa.eu/en/assuring-quality-in-education-pbEC0414939/?CatalogCategoryID=AGwKABstsBgAAAEjpJEY4e5L)
- The Teaching Profession in Europe: Practices, Perceptions and Policies, Eurydice Raport, 2015, (http://bookshop.europa.eu/is-bin/INTERSHOP.enfinity/WFS/EU-Bookshop-Site/en_GB/-/EUR/ViewPublication-Start?PublicationKey=EC0115389),
- Guglielmi, R., & Tatrow, K., 1998, Occupational stress, burnout, and health in teachers: A methodological and theoretical analysis. Review of Educational Research, 68(1), 61-99.
- Hartney, E., 2008, Stress Management for Teachers, Continuum International Publishing Group, London.
- Ed. Lindsay, Oades, Stegar, M, Della Fave, D, Passmore, J (2017). The Wiley Blakwell Handbook of The Psychology of Positivity and Strenghts-Based Approaches at Work, Wiley Blakwell,
- Abuhamdeh, S., & Csikszentmihalyi, M. (2012). The importance of challenge for the enjoyment of intrinsically motivated, goal‐directed activities. Personality and Social Psychology Bulletin, 38, 317–330.
- Csikszentmihalyi, M., & Csikszentmihalyi, I. (Eds.) (1988). Optimal experience. Cambridge, UK: Cambridge University Press.
- Clipa, O., 2015, Stress factors and Solutions for the Phenomenon of Burnout of Preschool Teachers, in Procedia-Social and Behavioral Sciences, vol. 180, 2015, pp. 907-915, http://www.sciencedirect.com/science/article/pii/S1877042815015876
- Colomeischi, A.A., Colomeischi, T. & Clipa, O., 2014, Teacher Works Mentality and Work Satisfaction in Relation with Their Personality Traits, Procedia Social and Behavioral Sciences, vol. 159, pp. 345-349, Elsevier – Science http://www.sciencedirect.com/science/article/pii/S187704281406515X
- Duchek, S. Organizational resilience: a capability-based conceptualization. Bus Res 13, 215–246 (2020). https://doi.org/10.1007/s40685-019-0085-7
- Evenseth Lise L., Sydnes Maria, Gausdal Anne H.(2022). Building Organizational Resilience Through Organizational Learning: A Systematic Review in Frontiers in Communication, vol. 7
- Raetze, S., Duchek, S., Maynard, M. T., & Kirkman, B. L. (2021). Resilience in Organizations: An Integrative Multilevel Review and Editorial Introduction. Group & Organization Management, 46(4), 607–656. https://doi.org/10.1177/10596011211032129

Supplementary Readings:

- Teaching careers in Europe. Access, Progression and Support, Eurydice Raport, 2018, https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.php/Publications:Teaching_Careers_in_Europe:_Access,_Progression_and_Support
- Abuhamdeh, S., & Csikszentmihalyi, M. (2012). The importance of challenge for the enjoyment of intrinsically motivated, goal‐directed activities. Personality and Social Psychology Bulletin, 38, 317–330.
- Cefai, C. & Camilleri, L. (2015) A Healthy Start: Promoting mental health and wellbeing in the early primary school years. Emotional and Behaviour Difficulties, 20 (2),133-152.
- Cefai, C., Cavioni, V., Bartolo. P., Simoes, C., RidickiMiljevic, R., Bouillet, D., et al. (2015) Social inclusion and social justice: a resilience curriculum for early years and elementary schools in Europe.Journal for Multicultural Education, 9:3, 122-139.
- Cicchetti, D. (2013) Annual Research Review: Resilient functioning in maltreated children – past, present, and future perspectives. Journal of Child Psychology and Psychiatry, 54(4), 402-422.
- Clipa, O (2017) Teacher stress and Coping strategies, Studies and Current trends in Science of Education, Ed. Lumen, 2017, Iași, pp. 120-129
- Council of Europe (2010) Policies and practices for teaching sociocultural diversity: Concepts, principles and challenges in teacher education. Strasbourg: Council of Europe.
- Dubowitz, H., Thompson, R., Proctor, L., Metzger, R., Black, M. M., English, D.,Magder, L. (2016) Adversity, Maltreatment and Resilience in Young Children. Academic Paediatrics, 16(3), 233-239.
- Hart, A. & Heaver, B (2015) Resilience Approaches to Supporting Young People’s Mental Health: Appraising the Evidence Base for Schools and Communities. Brighton; UK: University of Brighton.
- Masten. A.S. book (2014)Ordinary Magic: Resilience in Development. New York & London: The Guilford Press.
- Rutter, M. (2015). Resilience: concepts, findings, and clinical implications. In A. Thapar, D. S. Pine, J. F. Leckman , S. Scott, M. J. Snowling , & E. A. Taylor (eds) Child and Adolescent Psychiatry (pp. 341-351). Oxford, UK: Wiley-Blackwell.

 
STUDY-UNIT TYPE Lecture

 
METHOD OF ASSESSMENT
Assessment Component/s Sept. Asst Session Weighting
Presentation 10%
Essay 40%
Portfolio 50%

 
LECTURER/S

 

 
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It should be noted that all the information in the description above applies to study-units available during the academic year 2024/5. It may be subject to change in subsequent years.

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