Primary School Teachers’ Resilience: Experiences and Perceptions

The concept of resiliency is looked upon differently in the Western world. It is a concept that is applied to everything such as from not making it to a professional sports league to not being able to win a first place in any competition, or to not being able to obtain a dream job. The Western countries tend to apply the concept of resiliency to different tenets of their cultures and societies (Reich, Zautra, & Hall, 2010). While it is used to describe less life impacting issues, resiliency is a concept that is utilized to describe individuals overcoming life altering events such as terrorism, mass shootings, and physical or sexual assault. Each of us possesses either risk or protective factors that affect our ability to cope and be resilient in life. Risk and protective factors range from genetic to environmental factors. This article employs a meta-analysis review of literature knowledge to explore the concept of resiliency and how adverse events can influence protective and risk factors by making use of the concept of resiliency. In this article, the authors accept the Reich et al., 2010 definition of resiliency, as being able to adapt and overcome adversity and how current methods of treatment may influence protective factors. An array of professionals in practice employing current treatment modalities argue that one builds resilience through self-reflection, by identifying their relationships, and environmental factors (Reich et al., 2010). Keywords: Resilience, Resiliency, Protective factors, Risk factors

Through this study we aimed to explore how primary school teachers were able to adapt their teaching practices in the online context during the COVID-19 pandemic and which were the protective factors that contributed to the development of resilience. We focused on their self-assessment of online teaching quality and investigated its correlation with their level of resilience. In measuring the resilience levels of primary school teachers we have taken into account risk and protective factors. Thus, we observed that social and family support had the greatest influence on the formation of resilient attitudes among teachers. The majority of the teachers that participated in this study scored a high and very high level of resilience. We obtained a positive correlation between the chosen variables: primary school teachers' level of resilience and their self-assessment on the quality of their own online teaching during the quarantine caused by the COVID-19 pandemic.

The basic principle that guides cholesterol-lowering intervention is that the intensity of treatment is directly related to the degree of risk for CHD events. Both short-term (10-year) risk and long-term risk must be considered for treatment decisions. Persons with existing CHD (or a CHD risk equivalent) are at the highest risk; for this reason, they have the lowest goal level for LDL cholesterol and receive the most intensive treatment. For persons without CHD, classification and treatment goals are based on the category of risk, of which there are two—multiple (2+) risk factors other than LDL, and 0-1 risk factor. Persons with 2+ risk factors have an LDL goal that is not quite as low as that for persons with CHD (or CHD risk equivalents). ATP III differs from ATP II in that it distinguishes three subcategories of risk among persons with multiple (2+) risk factors: 10-year risk for hard CHD >20 percent, 10-20 percent, and <10 percent. Among the group with multiple risk factors, those at highest risk receive the most intensive LDL-lowering therapy, and those with the lowest risk receive the least intensive therapy. For persons with 0-1 risk factor, LDL goal levels are not as low as for persons with multiple risk factors, and intensive LDL-lowering therapy is not required unless LDL cholesterol levels are very high. ATP III recommends that LDL cholesterol be the primary target of therapy. The LDL cholesterol goals for each risk category are shown in Table IV.1-1. View this table: Table IV.1-1. LDL Cholesterol Goals for Three Risk Levels Persons with CHD or CHD risk equivalent have an LDL cholesterol goal of 20 percent per 10 years) who has an LDL cholesterol goal …

Depression, as part of mental health issues among professionals working in the field of education, is associated with burnout and several personal protective and risk factors in relatin to their work environment. Considering gender distribution of the profession, investigation of female educators should get special attention, partly due to their substantial overrepresentation, partly due to their elevated involvement. Therefore, the aim of our study was to analyze risk and protective factors (burnout, work motivatons, teacher resilience and well-being) of depressibe symptomatology in a sample of female educators. Participants of our online, anonymous, cross-sectional survey were Hungarian female teachers (N = 520). We applied the following scales for measuring variables: Center of Epidemiologic Studies - Depression Scale; The Mini Oldenburg Burnout Inventory; Teacher Subjective Wellbeing Questionnaire; The Multidimensional Work Motivation Scale; Teachers' Resilience Scale. Data analysis was conducted with the help of SPSS, using descriptive statistics, correlation, and logistic regression analyses. Thirty-five percent of the sample demonstrated depressive symptoms based on the CES-D scale. Risk factors were identified with logistic regression analysis including dimensions of burnout, especially exhaustion, and amotivation. Teacher well-being, intrinsic and identified motivation, personal and social resilience emerged as protective factors. The novelty of our research is the involvement of occupational factors in relation to mental health. Our findings highlight the great risk of depressive symptoms among female teachers, which has been strongly linked to exhaustion dimension of burnout and amotivation. Screening for depression in due time would be important among teachers as well as strengthening protective factors and detecting workplace stressors, and managing risk factors.

In this study, it was aimed to reveal the situation of disadvantaged students in the science lesson of the COVID-19 pandemic distance education period in Turkey. For this purpose, the experiences of science and primary school teachers in distance education were examined. The research was a case study, which is one of the qualitative research methods. Participants comprised 58 science and primary school teachers. The data collected via a semi-structured interview form was subjected to content analysis. The results show that the disadvantaged groups most affected by distance education are poor students, inclusive students, students without parental care, gifted students, and immigrant students. Teachers stated that disadvantaged students have experienced deep learning losses in science, their interest in science has decreased, and multiple disadvantages have made science teaching difficult. Also, it has been concluded that in science teaching with disadvantaged students, teachers show individual attention to students, cooperate with stakeholders, and create an inclusive education environment. Another important result is that many students could not receive science education in distance education.

ATP III recognizes that detection of cholesterol disorders and other coronary heart disease (CHD) risk factors occurs primarily through clinical case finding. Risk factors can be detected and evaluated as part of a person's work-up for any medical problem. Alternatively, public screening programs can identify risk factors, provided that affected individuals are appropriately referred for physician attention. The identification of cholesterol disorders in the setting of a medical examination has the advantage that other cardiovascular risk factors—including prior CHD, PVD, stroke, age, gender, family history, cigarette smoking, high blood pressure, diabetes mellitus, obesity, physical inactivity—co-morbidities, and other factors can be assessed and considered prior to treatment. At the time of physician evaluation, the person's overall risk status is assessed. Thus, detection and evaluation of cholesterol and lipoprotein problems should proceed in parallel with risk assessment for CHD. The approach to both is described below. The guiding principle of ATP III is that the intensity of LDL-lowering therapy should be adjusted to the individual's absolute risk for CHD. In applying this principle, ATP III maintains that both short-term (≤10-year) and long-term (> 10-year) risk must be taken into consideration. Thus, treatment guidelines are designed to incorporate risk reduction for both short-term and long-term risk (composite risk). ATP III identifies three categories of risk for CHD that modify goals and modalities of LDL-lowering therapy: established CHD and CHD risk equivalents, multiple (2+) risk factors, and 0-1 risk factor (Table III.1-1). View this table: Table III.1-1. Categories of Risk for Coronary Heart Disease (CHD) ### a. Identification of persons with CHD and CHD risk equivalents Coronary heart disease . Persons with CHD are at very high risk for future CHD events (10-year risk >20 percent). Several clinical patterns constitute a diagnosis of CHD; these include history of acute myocardial infarction, evidence of silent myocardial infarction or myocardial ischemia, history of unstable angina and stable angina pectoris, and history …

To examine the prevalence of gang involvement, the risk and protective factors associated with gang involvement, and the association between gang involvement and exposure to multiple risk and protective factors among school-aged youth in Trinidad and Tobago. A survey instrument was administered to 2 206 students enrolled in 22 high-risk, urban public schools, from March-June 2006. It measured 30 risk factors and 13 protective factors within four domains: community, school, family, and peer-individual, plus levels of alcohol/drug use and delinquency. About 7.7% of youth reported being a gang associate; 6.8%, a former gang member; and 6.2%, a current gang member. Gang involvement was associated with perceived availability of handguns, residential mobility, having parents who favor antisocial behavior, early initiation of antisocial behavior, intention to use drugs, having antisocial peers, and having peers who use drugs. Those with social skills, belief in moral order, and interactions with prosocial peers were significantly less likely to self-report gang membership. Additionally, the probability of gang involvement increased as the number of risk factors increased. Gang membership among public school youth is about as prevalent in Trinidad and Tobago as it is in the United States, Canada, and Western Europe, but further research is needed. Although risk factors associated with gang involvement were present in all four domains, peer-individual risk factors were disproportionately likely to be associated with gang status. The most effective gang prevention strategies might be those that focus on multiple risk factors, with an emphasis on peer-individual factors and promoting a "belief in moral order."

Gempolsari Village, Sidoarjo (East Java, Indonesia) is one area that is always flooded annually; thus, people in the region have a high level of resilience. The level of resilience is fundamental for victims to be able to live normally as before the disaster came, which is influenced by several factors, one of which is a protective factor. This study aims to determine the relationship between protective factors and community resilience in dealing the flood disaster. This research was conducted in Gempolsari Village, Sidoarjo (East Java, Indonesia). This study used quantitative descriptive as the research design with cross sectional approach. This study used Probability Sampling as sampling technique in the form of Sampling Fraction Per Cluster. The sample used was 91 respondents. This study used two variables: protective factors as independent variables and community resilience to face flood as the dependent variable. The data collection process was carried out using a questionnaire, then data was analyzed using the Spearman Rho test(α≤ 0,05). The results showed that a significant relationship (p= 0.05) between protective factors and the level of community resilience in dealing with flood was found, where the protective factor that has the strongest relationship was impulse control (r= 0.527). A high protective factor could increase the level of community resilience to face flood disasters, because the level of resilience was influenced by the level of protective factors owned by the community.

Teaching is undoubtedly one of the most challenging professions, necessitating a high level of mental and physical resilience. Teachers are confronted with an ever-increasing array of demands and challenges that impact not only their professional lives but also their personal well-being. In the context of the current turbulence in the Czech education system, we discuss the closure of schools during the pandemic, the implications of this for the education sector, the introduction of inclusion in education and the integration of digital skills into the curriculum. The aforementioned circumstances place heightened demands on the psychological resilience of primary and secondary school teachers, who may be at elevated risk of burnout as a consequence. It is therefore crucial that individuals considering a career in this field are aware of their strengths and weaknesses, have a realistic understanding of the demands of the role, and are motivated. It is therefore recommended that they develop their capacity to cope with stress, adapt more effectively to change, and regulate their emotions. A pivotal concept is the concept of "career anchors," as described by E. H. Schein in the 1980s. Career anchors, which encompass an individual's abilities, motivation, and qualifications, play a pivotal role in career development and can undergo significant shifts over the course of a career. These anchors have a profound impact on career satisfaction and engagement. An essential element in the management of occupational stress is resilience, which can be defined as the capacity to cope with and recover from stressors. This concept is closely linked to mental well-being, which can be understood as a state of flourishing and positive affect. Mental well-being is a crucial element in the functioning of modern education, and it has the potential to positively influence the overall atmosphere in a school, thereby making it a place of support not only for teachers but also for pupils. This pilot study explores key aspects of teachers' well-being and resilience, with a particular focus on the interconnectedness of different areas of primary and secondary teachers' professional lives. It employs two standardized questionnaires: "Work Anchors," by E. H. Schein, and psychological well-being scales developed by Carol Ryff. The results of this study will provide new insights that could be used to develop a system of support for teachers, which is key to creating a supportive and positive school environment.

Aims:Blindness is a bane to humanity globally, and living with blindness is a challenge to anyone – young or old, educated or uneducated, rich or poor. Many countries have high rates of blindness, and Ethiopia is one. The study aims to explore the level of resilience, the extent of risk, and protective factors operating upon blind adolescents in Addis Ababa.Background:Resilience can significantly impact the quality of life of humans. Risk-taking and protective factors found in one's environment are significant predictors of resilience, valid even for the blind. The study intends to explore the level of resilience, the extent of risk, and protective factors operating upon blind adolescents in Addis Ababa.Objectives:The objectives identified for the study are:• To assess the risk and protective factors operating upon Adolescents With Blindness (AWB) and establishing the pattern with which risk factors and protective resources relate to each other and predict resilience.• To investigate the way the type of onset of blindness and some selected demographic variables relate to resilience among AWB.Methods:Data for the study were collected randomly from 80 blind adolescents using the Connor-Davidson Resilience Scale, Risk Factors Scale Adolescent Form, and Protective Factors Scale-Adolescent Form. The data were analyzed with t-test, one-way ANOVA, and multiple linear regression.Results:Low levels of resilience, presence of higher risk factors and serious lack of protective resources existed among AWB. While risk factors were negatively correlated with resilience, protective factors correlated with resilience positively. The risks and protective resources found in various levels of the environment together accounted for 89.3% of the variance in resilience. Gender, time of onset of blindness, parental education and family income influenced resilience.Conclusion:This study presents an all-inclusive picture of the resilience status of AWB’s, the extent of risk and protective factors currently operating upon them under the present context of Addis Ababa. Adolescents having blindness currently living in Addis Ababa are less resilient. They are faced with umpteen risk factors at home, school, neighborhood, community and societal levels.

Thriving not just surviving: A review of research on teacher resilience

Commentary: Jumping the gun or asleep at the switch: is there a middle ground?

In our globalized society, understanding emotions and developing resilience can help us move adeptly through the current challenges and future ones. Emotional intelligence is the capacity of individuals to understand their emotions and those of other people. It is an ability to label and adjust emotions appropriately, use and manage behavior and relationships, and help them adapt to environments. On the other hand, resilience refers to an individual's capacity to maintain and renew themselves, particularly in the presence of stressors; that is, they can withstand stressors without manifesting psychological dysfunction. Teaching is regarded as among the most stressful jobs today. Knowing how to cope despite setbacks or barriers, or limited resources is a must for teachers; otherwise, they will easily quit or give up. Hence, the paper describes the level of emotional intelligence and resilience of high school teachers of a Diocesan Catholic School in Antique during the School Year 2019-2020. Additionally, it measures the differences in the level of emotional intelligence and resilience when grouped according to demographic variables. The study also explores the relationship between emotional intelligence and resilience of teachers.

Introduction. The article presents the logic and results of the study on the resilience and adaptability of teachers and students in wartime conditions by determining the theoretical and methodological foundations of the study, developing a criterion apparatus and diagnostic tools, and conducting an experimental study within the framework of cooperation with the Luhansk Taras Shevchenko National University, Borys Grinchenko Kyiv Metropolitan University, and Bogomolets National Medical University. Aim. To present the criteria and diagnostic tools for studying the adaptability and resilience of teachers and students and the results of their diagnostics. To substantiate and develop practices for activating and improving (strengthening) the resilience of participants of the educational process in a modern university. Materials and methods. The study used: methods of system-structural, genetic, and definitional analysis; meta-analysis of empirical data from domestic and foreign sources on the outlined issues; diagnostic tools containing standardized methods (Connor–Davidson resilience scale-10), the Questionnaire «Diagnostics of Social and Psychological Adaptation» (SPA) by K. Rogers and R. Diamond; Methodology for assessing coping behavior WCQ (coping test) (R. Lazarus, S. Folkman); Stressful Life Events Scale (T. Holmes, R. Rahe). Results. The results obtained indicate that the average level of resilience and adaptability prevails among teachers and students. Among teachers, 28.54% demonstrate a high level of resilience, while among students, this figure was 11.19%, and 48.98% of teachers and 43.28% of students have a high level of adaptability. Conclusions. The idea of a correlation between adaptability and resilience was confirmed, which made it possible to develop and substantiate a set of practices aimed at activating and improving (strengthening) the resilience of partisipants of the educational process in a modern university.

Introduction. Teacher’s job is considered to be not attractive as it contains emotional strain and stress and schools in Lithuania face a shortage of teachers (TALIS, 2018; Merkys &amp; Balčiūnas, 2019). Research on the social emotional health and resilience of teachers is important, especially in the face of the challenges of the Covid-19 pandemic. Research on social emotional health and resilience of Lithuanian teachers was conducted as part of the ERASMUS+ project ‘Supporting teachers to face the challenge of distance teaching’ (2020-1-LV01-KA226-SCH-094599). Methodology. The aim of this research was to assess the social emotional health and resilience of secondary school teachers in post-pandemic times. 400 respondents from Lithuania participated in the research. The results are based on data from the ‘Social and emotional health survey for teachers’ (SEHS-T) (Furlong.&amp; Gajdasova, 2019) and the ‘Resilience scale’ (RS14) (Wagnild &amp; Young, 1993; Wagnild, 2016). Results. Teachers reported a sufficiently high level of overall indicator of Social and Emotional Health (SEHS-T) as well as its domains: Belief-in-Self, Emotional Competence, Engaged Living. The level of teacher Resilience reached a moderate level. Significantly high positive correlations were established between teacher resilience and the overall social emotional index (rs = .585, p = .000), as well as between the resilience and social emotional domains: Engaged Living (rs = .560*, p = .000), Emotional Competence (rs = .448*, p = .000) and Belief-in-Self (rs = .515**, p = .000). The research did not find statistically significant differences by age, sex, or work experience. Conclusions. The teachers demonstrated a rather high level of social emotional health, a moderate level of resilience, and weak Belief-in-Others. It is recommended that teachers’ resilience is strengthened through interventional activities such as stress coping strategies, emotional awareness, and peer support skills training during the Covid-19 pandemic times.