Abstract:
Focusing on the notion of teacher resilience, which has attracted much attention on teaching and teacher education in contemporary research, this article discusses manifestations of resilience and care in the professional practices of teachers in one school in Uganda, while navigating the challenging and competing demands of the job, their personal welfare and social needs. I draw on in-depth interviews and Focus Group Discussion (FGDs) with 32 teachers to show that teachers are not always indifferent to their job obligations and do not lack commitment to quality teaching as oftentimes presented in public discourse. I examine acts of professionalism such as care for learners and resilience that manifest both implicitly and explicitly, when faced with adverse conditions. By exploring their working lives, I present the various factors that lead to the successful and sustainable long-standing careers as teachers. I argue against the dominant discourse of criticism that is harmful and counterproductive to their self-esteem, morale and enthusiasm. The article suggests positive feedback that motivates self-evaluation of both strengths and weaknesses, and recognition of small acts of resilience and initiatives undertaken by individual teachers as a way of uplifting the public image of teaching.
