Understanding Teacher Wellbeing Through General Resistance Resources: A Salutogenic Analysis of Beginning Teachers’ Professional Learning and Practice

Drawing on Salutogenic Theory, this study explores how early career and pre-service teachers develop general resistance resources (GRRs) to support their wellbeing and professional practice. Mixed-methods case studies ( n = 3) documented the experiences of beginning teachers engaged in a 3-week and 6-week complementary intervention (CI). Biological (e.g., salivary cortisol levels) and self-report measures (e.g. perceived stress, mindful attention awareness and subjective wellbeing) were merged with participant reflections, highlighting the impact and usability of GRRs in professional and personal contexts. The beginning teachers reported an increased awareness and recognition of stressors and the ability to identify and reframe challenges. Importantly, they reported how to respond to stressors and apply strategies in personal and professional contexts. The findings have implications for teacher education and professional learning by illustrating how theoretically informed approaches can support teachers in navigating the complexities of practice.