Abstract
The present study was an endeavor to investigate the differences between novice and experienced teachers’ achieving resiliency in an explanatory sequential mixed method study. Forty Iranian (i.e., 20 novice and 20 experienced) teachers, male and female, participated in the present study in quantitative study who were selected through convenience sampling method from several private language institutes in Tabriz with teaching experience between 2 and 15 years. The Connor and Davidson Resilience Scale (CD-RISC), developed by (Depression and Anxiety 18:76-82, 2003) was used to measure the novice and experienced teachers’ resiliency. The results obtained through the independent samples t-test revealed that there was a significant difference between novice and experienced teachers’ resiliency. That is to say, experienced teachers were more resilient than the novice teachers. The qualitative data were collected through in-depth interviews, focus group interviews and teachers’ stories. The qualitative data were analyzed through interpretative content analysis. The analyzed data suggest that experienced teachers have a complicated repertoire of strategies at their disposal to bounce back from adversity of teaching conditions in comparison with those of novice teachers. The results of the present study have some implications for teacher development and teacher education.
Highlights
Teacher resilience is one of the recurring themes in teacher education
The results of the present study are in line with the findings of Howard and Johnson (2004), Rutter (1985), in which they indicated that there was a significant difference between novice and experienced teachers’ resiliency and contextual factors
Novice teachers solely rely on social support from their colleagues, whereas, experienced teachers have a rich and complicated repertoire at their disposal to cope with the numerous challenges of language teaching and achieve resiliency
Summary
Teacher resilience is one of the recurring themes in teacher education. It has been investigated in relation to teacher effectiveness, teachers’ well-being, teachers’ agency and teachers’ professional identity. Resilience has been defined in a variety of ways. According to Reich, Zautra, and Hall (2010) definitions of resilience have included not just recovery from stress to a previous level of health but of sustained growth as a result of a healthy response to stressful situations. Resiliency is “defined as a set of behaviors over time that reflect the interactions between individuals and their environments, in particular the opportunities for personal growth that are available and accessible” Resilience refers to the “ability to adjust to varied
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