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In the context where one main regressor is measured with error and at least one instrumental variable is available for the correction of measurement error, this paper provides, to the best of our knowledge, a first point‐identification result on the variance of measurement error, the variance of latent variable, and their covariance. We show that the parameters are identified if the regression model is not de facto linear. We illustrate the method in an application to identify mean‐reverting measurement error, a typical issue in reported income where the measurement error of income is negatively correlated with the true income.

At a time when the contemporary landscape of teaching is populated with successive and persisting government policy reforms that have increased teachers' external accountabilities, work complexity, and emotional workload, understanding why and how many teachers are able to sustain their capacity to be resilient and continue to work for improvement is an important quality retention issue. The purpose of this paper is to build upon but take further current understanding of resilience in teachers by exploring in greater depth the nature of resilience in teachers as a relational concept and the ways in which it may be related to the learning and achievement of their pupils. The empirical basis of the paper draws upon analyses of twice yearly semi-structured face-to-face interview data from 300 teachers in different phases of their careers in 100 primary and secondary schools in England over a consecutive three-year period. Through these analyses, the paper contributes additional empirical evidence to the emerging but still limited literature on the factors which influence teachers' capacity to be resilient. The paper concludes with a consideration of the implication of the findings for the quality retention of teachers.