Social-Emotional Health and Resilience of Teachers in Slovakia

Abstract

The present study examined social-emotional health and resilience of teachers in Slovakia, constructs which are relevant to requirements teachers have been facing over past years. Social-emotional health has been considered in terms of covitality construct as a synergistic effect of positive mental health. Covitality consists of twelve psychological indicators grouped into four domains – belief-in-self, belief-in-others, emotional competence and engaged living. Resilience has been conceptualized as a personality characteristic which reduces negative effects of stress and increases adaptation. The first aim of the present study was to examine level of covitality, its domains and indicators, and level of resilience of teachers in Slovak schools. The second aim was to examine the relationship between covitality and resilience. The sample consisted of 400 Slovak teachers who completed Social-Emotional Health Survey-Teachers (SEHS-T) and Resilience Scale (RS) during months of May through June 2021. Results indicated high level of covitality for 91.3%, and average level for 8.8% teachers. Resilience was rated at very low and low level by 6.8%, below average level by 17.8%, average level by 28%, and high level by 13.3% teachers. Most teachers rated resilience at an above average level (34.3%). Correlational analysis revealed moderate positive associations between all domains of covitality and resilience. Three covitality domains – engaged living, belief-in-self and emotional competence, and seven covitality indicators – self-efficacy, zest, self-regulation, optimism, cognitive reappraisal, gratitude and colleague support, were identified as predictors of resilience. Findings are discussed in terms of prediction and support of social-emotional health and resilience of teachers in Slovakia.