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The quality of resilience is the capacity to deal with challenging circumstances and advance in a constructive manner. Pre-service teachers encounter difficult circumstances that may be stressful, alienating, and have a detrimental impact on their wellbeing, but developing resilience and having the knowledge and abilities to cope with difficult and unpleasant circumstances can assure longevity in a teaching profession. A pre-service teacher will acquire the abilities and tactics of resilience through creating and maintaining support networks, preserving good health and work-life balance, and retaining motivation via continuous professional growth. Because it may benefit their kids, resilience is a quality that instructors can use to their advantage. Resilience is crucial for the profession since it may have a direct influence on a teacher’s work satisfaction, engagement, self-efficacy, and motivation (Day, 2008, p. 259–260). This is because 25–40% of new teachers quit their jobs within the first five years (Milburn, 2011). Although it is not a quality that is innate, resilience may be acquired and cultivated through time by being conscious of the thoughts, behaviors, and actions that serve as protective factors in challenging circumstances (American Psychology Association, 2014). The BRiTE program (Mansfield, Beltman, Broadley, Weatherby-Fell & MacNish, 2018) provides pre-service teachers with tools to develop and acquire resilience via activities, expert findings, advice from veteran teachers, and resources.

A pre-service teacher must establish and sustain connections in order to feel supported, develop confidence, and be resilient. Relationships with more seasoned colleagues are crucial, according to Papatrajanou and Le Cornu (2014, p. 100–106), as they may provide pre-service teachers with support, cooperation, direction, and tactics they can depend on. Pre-service teachers may reflect on their own practices, cope with difficult circumstances, and develop their confidence and resilience by using these support networks. These networks of support also provide instructors the confidence to take on difficult professional choices in order to satisfy the needs of their pupils (Churchill et al., 2018, p. 70-71). Supporting and mentoring new teachers should be considered as a shared obligation within the school community in order to build a good culture. Policies and practices, as well as school culture, may have an impact on how pre-service teachers perceive their own talents and abilities (Caspersen & Raaen, 2014, p. 189-211). The significance of establishing and sustaining connections was emphasized in the BRiTE module on relationships (Mansfield et al., 2018). Resilience may be built and maintained via relationships.

In order to have a meaningful life, we need to feel good about ourselves generally, develop coping mechanisms to cope with challenging events, and have a positive outlook on life (Kidsmatter, 2012, p. 29). Mental health, motivation, and a good work-life balance are all aspects of wellbeing. A teacher may feel inept in the classroom if they do not have a favorable view of themselves, which may cause stress. This is especially true for future teachers, who lack the knowledge and skills necessary to handle difficult circumstances in the classroom (Capan, 2012). Emotional resilience is a quality that helps teachers improve their coping abilities and persevere in challenging educational circumstances. It is one of the key components of good mental health (Cohen, 2009). Three motivational factors—intrinsic, extrinsic, and altruistic—inspire individuals to work in education and help them stay motivated to do so (Watt and Richardson, 2008). Teachers who care about their pupils and are driven by internal incentives are more likely to be persistent and use coping mechanisms to deal with stress (Doney, 2013). According to Dworkin (2009), health experts think that teaching is a very sensitive profession where employees might experience stress and burnout. The BRiTE (Mansfield et al., 2018) module for wellbeing demonstrated the importance of teachers incorporating self-care behaviors into their schedules by scheduling time for themselves, family, and friends as well as a balanced food and sleep.

Pre-service teachers may benefit from chances for further professional development to improve their motivation, communication, and problem-solving abilities, which will boost their resilience (www.brite.edu.au). Teachers should always be working to achieve personal objectives for both themselves and their pupils in order to foster resilience. Teachers who question their ability struggle to communicate and handle problems effectively, which often leads to emotional tiredness, according to Tsouloupas et al. (2010). Pre-service teachers may measure their own development, get input, and reflect well by learning to create objectives. Goal-setting is associated with technical, practical, and critical reflection, which has a direct impact on self-regulation, according to Marland’s explanation from 2007. According to Tait (2008), students and instructors alike may develop into self-regulated learners who are resourceful, self-motivated, and tenacious and who were able to move on positively and establish new objectives after coping with a challenging scenario.

When a student is facing adversity, such as learning a new task, coping with a learning handicap, or navigating a challenging home environment, a resilient teacher may put supportive tactics into practice (Churchill et al., 2018, p. 316). Teachers must be able to help students develop the coping mechanisms they need to maintain their attention and concentration in challenging circumstances. Resilience is included as one of the educational goals people should work for in the Declaration of Educational Goals for Young Australians (MCEETYA, 2008, p. 4). It is a skill that the Australian Curriculum explicitly calls for teachers to develop in their instruction (Churchill et al., 2018, p. 237) so that students can manage challenging circumstances both at school and in real life.

A resilient teacher is driven and persistent, adaptive and flexible, and able to control their emotions and handle stress with the help of their social and professional networks. Setting objectives encourages contemplative activities that boost resilience and confidence. Resilient teachers are better able to handle a variety of difficult circumstances, which benefits both them and their pupils. The BRiTE (Mansfield et al., 2018) courses emphasize the abilities required to enable the pre-service teacher and the students under their supervision may develop resilience while also increasing understanding of solutions to use in difficult circumstances.

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