A mixed-method study of Iranian EFL teachers’ achieving resiliency: implications for teacher development (original) (raw)
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TEFLIN Journal - A publication on the teaching and learning of English
While stress remains a classic problem in teaching, the concept of resilience is central to help teachers find the joy of their teaching and make them stay longer at the job. This study involved one EFL teacher who had more than a five years’ teaching experience, and was regarded as capable, not only of maintaining her positive commitment, but also of demonstrating exceptional achievement during her career thus far. An in-depth semistructured interview was conducted with these two key aims: (1) to identify sources of stress that she dealt with; and (2) to introduce aspects that helped her become resilient within that stressful circumstance. The results indicated that curriculum changes had largely contributed to the participant’s stress. The key features that aided her to tackle day-to-day problems as a teacher include supportive institution and conducive social relationships. Additionally, the teacher appeared to have a strong positive emotion as influenced by people around her, e....
Resiliency in Education: The Case of Foreign Language Teachers
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Investigation of Resilience among Teachers and in Teacher Education
Central European Journal of Educational Research, 2023
In recent decades, we have witnessed an increasingly widespread and complex use of the concept of resilience. The aim of the present study is to present a holistic concept of resilience that, thanks to its systems theory basis, can be applied very well in educational sciences, including research on teacher training, the institutional environment of teachers, their well-being at work, professional development, or even in the analysis of practical pedagogical situations. The dynamic interactive model of resilience (Shafi, & Templeton, 2020) allows for the examination of the resilience of learners, teachers and the institution, and even the examination of students, educators and teacher training institutions involved in teacher training. In the second part of the study, we present resilience development programs that have proven to be effective in teacher training and further training (BRiTE, ENTREE), which, with their complexity, are well suited to the dynamic interactive model of resilience discussed above.
Public School Teachers’ Resilience Level: Basis for a Proposed S.T.R.I.V.E. Program
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This study aimed to explore the factors influencing resilience of primary school teachers, Hulu Langat, Selangor. The research design used in this study is quantitative, and survey question is used to collect the data. A total of 351 respondents is randomly selected. Research findings are analysed using statistical descriptive and inferences. Findings show that the level of teachers’ resilience (M=3.92, SD=.44) are high. The mean score of each dimension is personal competence (M= 3.77, SD =.57), social competency (M=3.99, SD=.55), social resource (M=3.85, SD=.54), family cohesion (M= 4.20, SD= .65) .and structure style ( M= 3.77, SD = .48). This study helps teachers to improve their resiliency, enables them to remain in the teaching profession and commits to the job which was assigned to them.
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The objective was to carry out a systematic review on the concept of teacher resilience, the characteristics of resilient teachers, and the search for the main strategies that can serve to improve teacher resilience. The information management was done in an extended way and without the segment of years publication of different scientific articles. As a result, the concept of resilience is redefined as a capacity, process, and ability that encompass the emotional, motivational, and social dimensions of the teacher. Among the characteristics of a resilient teacher, humor, confidence, self-esteem, problem-solving, optimism, and interest in technology stand out. The strategies that serve to improve resilience derive from the psychological, pedagogical, and linguistic-sociological.
Thriving not just surviving: A review of research on teacher resilience.
Retaining teachers in the early stages of the profession is a major issue of concern in many countries. Teacher resilience is a relatively recent area of investigation which provides a way of understanding what enables teachers to persist in the face of challenges and offers a complementary perspective to studies of stress, burnout and attrition. We have known for many years that teaching can be stressful, particularly for new teachers, but little appears to have changed. This paper reviews recent empirical studies related to the resilience of early career teachers. Resilience is shown to be the outcome of a dynamic relationship between individual risk and protective factors. Individual attributes such as altruistic motives and high self-efficacy are key individual protective factors. Contextual challenges or risk factors and contextual supports or protective factors can come from sources such as school administration, colleagues, and pupils. Challenges for the future are to refine conceptualisations of teacher resilience and to develop and examine interventions in multiple contexts. There are many opportunities for those who prepare, employ and work with prospective and new teachers to reduce risk factors and enhance protective factors and so enable new teachers to thrive, not just survive.
Exploring Greek EFL Teachers’ Resilience
Journal for the Psychology of Language Learning, 2020
This paper explores the resilience exhibited by 169 Greek English as a Foreign Language (EFL) teachers. A quantitative approach was employed to examine Greek EFL teachers’ resilience in relation to demographic, occupational and school/class characteristics. Data were collected by means of the Teacher Resilience Scale (Daniilidou & Platsidou, 2018). The demographic, occupational and school/class characteristics of the participants were related to a number of specific facets of resilience including social skills, peer support, and persistence among others. The results in the majority of the parameters examined suggests that EFL teachers’ resilience is not affected by demographic, occupational and school/class characteristics. We suggest that the findings of this research can be used to inform the development of targeted interventions towards sustaining and building up EFL teachers’ resilience.
Global Regional Review, 2018
This study explored the nature and conditions conducive to the development of resilience in tertiary teachers of Pakistan. The study employed a qualitative approach to data collection and analysis. Data was collected from five information-rich cases through the use of a life history approach to narrative inquiry and semistructured interviews. The data acquired was then subjected to linear and contrastive analysis to arrive at main themes or categories of resilience based on the commonalities in experience evident in the narratives of the research participants. The themes were the maturity and personal growth of the individual, the commitment to the profession, the role of mental strength and capabilities, leadership and authority positions, successful incidents of handling stress and challenges, setting personal standards for performance and success, the role of the expectations of significant other in decision making and the chance to create a new identity for oneself
The aim of the present study was to create a reliable scale that assesses both the internal and the external protective factors that affect teachers' levels of resilience. Participants were 136 Greek secondary education teachers. The Connor-Davidson Resilience Scale (CD-Risc) and Resilience Scale for Adults (RSA) were used to collect the data. The results of the exploratory factor analysis indicated that none of the two measures could evaluate effectively the internal and the external protective factors of resilience. A new scale was then created, the Teachers' Resilience Scale (TRS) that combined the best fitting subscales of the CD-Risc and the RSA. The structure of TRS is supported by the relevant literature on resilience and has the advantage of assessing both the internal and the external protective factors of resilience in a brief yet comprehensive way.