Paper Title: Student Teachers’ Emotional Resilience and Teaching Commitment: A Thematic Literature Review
Author:
Abstract:
Teacher education represents the essential stage in shaping both professional identity and psychological resilience in upcoming educators. However, worldwide trends in teacher stress and turnover suggest that teaching skills by themselves do not ensure sustained involvement in the field. This thematic literature review explores how emotional resilience, understood as the ability to adapt positively to professional challenges, affects student teachers' dedication to teaching. An analysis of 27 peer- reviewed articles released from 2000 to 2024 revealed three interrelated areas influencing resilience growth: (a) experiences on campus, (b) experiences in schools, and (c) the merging of emotional resilience with the changing identity of teachers. Results indicate that reflective practice, nurturing mentorship, peer connections, and emotionally attuned learning settings greatly enhance resilience and sustained dedication. The review suggests a conceptual framework that views emotional resilience as a factor leading to and resulting from professional commitment. Implications emphasize the importance of integrating emotional learning, mindfulness, and reflective supervision into teacher-education programs to develop resilient, dedicated educators.
Keywords:Emotional resilience, Teacher commitment, Student teachers, Pre- service teacher education, Reflective practice, Mentoring
DOI Link – https://doi.org/10.63431/AIJITR/2.VI.2025.63-69
Review By – Dr. Amit Adhikari and Dr. Parimal Sarkar