Teacher Resilience Research Articles

유아교사의 직무스트레스와 회복탄력성 간의 관계에서 교사효능감의 매개효과 및 직무스트레스 수준별 다집단 분석

Objectives The purpose of this study was to establish job stress and teacher efficacy as the main variables affect ing the resilience of early childhood teachers and to test the mediating effect of teacher efficacy on the relationship between job stress and resilience. Methods A survey was conducted on 338 early childhood teachers working at early childhood education in stitutions in Seoul and Gyeonggi Province for two weeks in October 2024. The collected data was analyzed using the SPSS 25.0 statistical program to perform frequency analysis, descriptive statistical analysis, and correlation analysis, and then structural equation model analysis was performed using the AMOS 25.0 program. Results First, there was a significant correlation between early childhood teachers’ job stress, resilience, and teacher efficacy. Second, it was verified that teacher efficacy had a complete mediating effect on the effect of early childhood teachers’ job stress on resilience. Third, as a result of analyzing the multi-group path difference mediated by teacher efficacy according to the level of early childhood teachers’ job stress, it was confirmed that there was a significant difference in the effect of job stress on resilience. Conclusions These results indicate the need to create an educational environment that strengthens teacher effi cacy in order to reduce early childhood teachers’ job stress and enhance their resilience. They also suggest that effective teacher education plans for managing job stress and enhancing resilience should be developed and ap plied to early childhood education settings.

Emotional Intelligence and Mathematical Resilience of Pre-service Teachers

The study investigated the relationship between emotional intelligence and mathematical resilience in pre-service teachers using descriptive-correlational quantitative research. The researchers used self-report questionnaires to collect data from 88 pre-service teachers at Batangas State University JPLPC-Malvar's College of Teacher Education Major in Mathematics. The questionnaires contained items that assessed EI as well as mathematical resilience. The study's findings indicate a positive relationship between EI and mathematical resilience. Pre-service teachers with higher EI scores were more likely to be resilient in mathematics, implying that higher levels of emotional intelligence can contribute to better performance. Pre-service teachers with higher levels of emotional intelligence were more likely to be resilient in mathematics, implying that higher levels of emotional intelligence can contribute to better outcomes in mathematical learning. Overall, the research emphasizes the significance of emotional intelligence in awareness of mathematical resilience among pre-service teachers. To improve mathematical resilience, pre-service teacher training programs should focus on developing emotional intelligence and promoting a positive attitude towards mathematics, according to the findings.

An Analysis of Teacher Resilience at Waladun Shalih Ratulangi Kindergarten in Palopo City

This study examines teacher resilience at Waladun Shalih Ratulangi Kindergarten in Palopo City, focusing on the challenges faced by early childhood educators. Using a descriptive qualitative approach, the research employs data collection techniques such as observation, interviews, and documentation. Data analysis follows the steps of reduction, presentation, and conclusion drawing. The findings reveal that (1) Teacher resilience aligned with the CO2RE dimensions: Control, Origin, Reach, and Endurance.; (2) Factors influencing resilience include intrinsic motivation and teacher creativity, which drive problem-solving and adaptability; and (3) Efforts to enhance resilience encompass transforming failures into opportunities, accepting constructive criticism, fostering courage and persistence, and expanding social networks. The study contributes insights into strategies for sustaining teacher resilience in early childhood education, highlighting its significance in overcoming professional and personal challenges. The results provide actionable recommendations for educators, administrators, and policymakers to support resilience development in educational settings.

The principal’s role in Ethiopian-descent teachers’ inclusion and integration into the Israeli education system: perceptions of Ethiopian-descent teachers and school principals

Graduates of teacher-education programs of Ethiopian descent often encounter significant challenges in securing permanent employment and fully integrating into the Israeli education system. This study aims to explore how these teachers perceive the role of the school principal in their inclusion and integration into the Israeli education system and how principals perceive Ethiopian-descent teachers. 13 Ethiopian-descent teachers were interviewed, and seven school principals participated in focus groups. The data were analyzed using a qualitative-phenomenological approach. The findings reveal the difficulties faced by Ethiopian-descent teachers and identify factors that impact their job retention, with school administration emerging as a critical factor in teacher turnover. Principals who employ Ethiopian-descent teachers often view them as less competent and inferior compared to their majority-group counterparts. The study presents coping strategies and resilience of the Ethiopian-descent teachers as well as the importance of principals’ support. These insights highlight a significant link between teachers’ inclusion and integration processes and experiences of racism.

유아교사의 행복감과 교수효능감의 관계에서 회복탄력성의 매개효과

Objectives The purpose of this study is to investigate the effect of early childhood teachers' happiness on teaching efficacy and to examine the mediating effect of resilience in the relationship between the two variables. Methods This study conducted a survey of preschool teachers working at kindergartens and daycare centers in Gyeonggi-do from June 3 to June 14, 2024, and used 186 copies of the effective sample questionnaire as the final analysis data. The SPSS 28.0 program was used to measure teacher happiness as independent variables, teaching efficacy as dependent variables, and resilience as mediating variables, and to verify this research problem. Results First, teacher happiness was identified as a variable that had a positive and statistically significant effect on teaching efficacy, and the influence was found to be high. It also shows that the resilience of teachers has a significant effect on teaching efficacy, and that the influence is quite high. Second, it was found that resilience plays a partial mediating role in the relationship between teacher happiness and teaching efficacy. In other words, it can be seen that resilience increases the positive influence of teacher happiness on teaching efficacy. Conclusions The purpose of this study is to empirically investigate the mediating effect of resilience in the structural relationship between early childhood teachers' happiness and teaching efficacy, and to suggest practical measures to improve teaching efficacy.

Building Resilience in Rural STEM Teachers Through a Noyce Professional Learning Community

Addressing the critical STEM teachers’ shortage in the rural United States requires not only recruiting new teachers but also improving retention and teacher resiliency. This study explores contextual protective factors through the Early Career Teacher Resilience (ECTR) framework. The major objective of this study was to evaluate the impacts of the NSF Noyce Professional Learning Community (PLC) on rural STEM teacher resilience. Key components of the Noyce PLC included scholarship support, pre-service mentoring, attendance at local and regional educational events, active engagement in the program’s annual summer conference, and participation in a closed Facebook group. We developed an ECTR framework-based online instrument with 28 questions and sent it to 311 university alumni, including 44 Noyce alumni. The results suggest that the Noyce PLC has excelled in fostering collaborative learning environments, providing resources that enhance teaching and learning, accommodating new and different ways of thinking, and supporting teachers’ professional growth beyond graduation. The findings underscore the importance of integrating theoretical and practical knowledge, supporting ongoing professional learning, and building strong professional relationships. Several aspects of the Noyce PLC could be replicated in other STEM teacher preparation programs to enhance teacher resilience, effectiveness, and career development.

Examining the Impact of Social Media on Teacher Resilience and Learning Outcomes: A Behavioral Study

The widespread integration of social media has reshaped the educational landscape, influencing teacher resilience and student learning outcomes. Teacher resilience, defined as the ability to adapt to stressors, and learning outcomes, encompassing academic engagement and performance, are increasingly impacted by the strategic use of social media. This study aims to examine the effects of social media on teacher resilience and learning outcomes, providing actionable insights for educators and policymakers. The study employed a quantitative methodology rooted in a positivist paradigm. Data were collected from 233 educational professionals and teachers using a structured questionnaire designed to measure demographic characteristics, the impact of social media on teacher resilience, and its influence on learning outcomes. Responses were analyzed using SPSS software for descriptive statistics, correlation, and regression analyses. Findings reveal that social media significantly enhances teacher resilience by fostering emotional support, professional networking, and resource sharing (β = 0.65, p < 0.001). Similarly, social media positively impacts learning outcomes through improved engagement and collaboration (β = 0.58, p < 0.001). Teacher resilience was also found to significantly predict learning outcomes (β = 0.72, p < 0.001). However, excessive use of social media can lead to distractions and reduced productivity. Limitations include the cross-sectional design, reliance on self-reported data, and context-specific findings. Future research should consider longitudinal designs, diverse populations, and intervention studies to optimize social media use in education. These insights contribute to the discourse on digital education, highlighting the potential of social media to foster resilience and learning.

Linking principal support and teacher resilience to teacher leadership in Türkiye: The mediating role of teacher work engagement

This study aims to test a mediated-effect model where principal support and teacher resilience are treated as independent variables, with work engagement serving as the mediator and teacher leadership as the dependent variable. Data were collected through surveys from a sample of 1240 teachers and analysed using confirmatory factor analysis and structural equation modelling. The findings substantiated our theoretical model, affirming the positive direct linkage of principal support and teacher resilience with teacher leadership, as well as their indirect links through teacher work engagement. This study contributes nuanced empirical insights into the factors that promote teacher leadership practices.

Study of factors of prevalence of burnout syndrome among higher education faculty in Latin America

This study examines the prevalence of burnout syndrome subscales—emotional exhaustion, depersonalization, and personal accomplishment—among university educators in six Latin American countries, conducted during the first semester of 2024. A three-factor ANOVA test with interaction was conducted to analyze significant differences in the level of burnout across the three representation scales, six countries, male and female sexes, and the interactions among the three factors. A diverse sample of 240 university professors, aged between 24 and 57 years, was collected. A significant difference in the level of burnout by country was found. Mexico x ̅_M=46.92 and Colombia x ̅_C=45.25 exhibit burnout levels that exceed the general average x ̅_G=46.92, while Ecuador x ̅_E=38.75 and Peru x ̅_P=40.83 manifest averages that fall below x ̅_G. Educators in Ecuador display a markedly lower level of burnout on the emotional exhaustion scale x ̅_EE=33.25 and a higher level on the personal accomplishment scale x ̅_EA=45.5. In Chile and Colombia, lower levels are noted on the personal accomplishment scale x ̅_HA=33.75 and x ̅_CA=40, respectively. It is concluded that while the work context of teachers in Latin America may appear uniform, a notable disparity exists in the prevalence of Burnout syndrome, this variation may indicate differing working conditions or coping mechanisms employed by teachers in each nation. The study is limited on examining the interaction of burnout subscales across six countries and gender, not all Latin American countries along with some important demographic and contextual variables are considered for the complete analysis of the prevalence of Burnout Syndrome. Investigating the impact of burnout on university educators in Latin America is important, as this region faces educational challenges and demands physically and mentally resilient teachers. These educators play a crucial role in shaping the future generations of professionals who will enter the workforce and contribute to the region's development.

Teacher Resilience During the Covid-19 Pandemic

Teacher Resilience During the Covid-19 Pandemic

Analysis of cellular and molecular biomechanical correlates in emotional response monitoring via biosensors and their impact on teaching strategy modification in Japanese language instruction

Emotion states have a significant impact on language acquisition and learning outcomes. In Japanese language teaching, traditional strategies often overlook students' emotional responses, which can lead to stress and disengagement, affecting performance. To address this, the study focuses on incorporating bio-sensor-based emotional reaction monitoring. At the cellular and molecular biomechanical level, emotions can trigger a cascade of physiological changes. For example, stress can activate the hypothalamic-pituitary-adrenal (HPA) axis, leading to the release of stress hormones like cortisol. These hormonal changes can affect neurotransmitter systems and cellular signaling pathways in the brain, influencing cognitive functions related to language learning. During Japanese language sessions, teachers' emotional states are recorded using surveys and EEG monitoring. The EEG signals can provide insights into the neural activity and related cellular and molecular events. Participants are divided into experimental and control groups. In the experimental group, teaching strategies are adjusted based on emotional monitoring data. The Extreme Gradient Boosting (XGBoost) model classifier is used for EEG signal feature selection to create a stress level identification model. This model can help in understanding the cellular and molecular correlates of stress during teaching. Statistical analysis evaluates the relationship between EEG features and stress levels, as well as the effectiveness of adjusted teaching strategies. Tailored teaching strategies based on these insights can enhance teacher resilience and improve the classroom environment. By considering the cellular and molecular biomechanical aspects of emotions, the study aims to improve teacher well-being and student learning experiences, leading to more effective Japanese language instruction.

INVESTIGATING THE IMPACT OF SELF-EFFICACY AND RESILIENCE ON TEACHERS IN THE UAE

Purpose: This research aimed to explore the connection between self-efficacy and resilience among teachers. Method: A reliability assessment was performed on an 18-item self-efficacy scale and a 15-item resilience scale, yielding Cronbach's alpha values of 0.825 and 0.860, respectively. Responses were gathered using a structured questionnaire from teachers in the northern UAE region. The study employed a descriptive approach to evaluate the levels of self-efficacy and resilience among the participants. To identify potential relationships between the variables, correlation analysis, Friedman test, and Kruskal-Wallis test were utilized. Results: The analysis revealed a positive association between higher levels of self-efficacy and resilience in teachers. As predicted, there was a significant relationship between teachers' self-efficacy and their resilience. Conclusion: This research highlights a robust link between self-efficacy and resilience in teachers. The findings underscore the importance of developing comprehensive training programs to boost both self-efficacy and resilience among educators.

Exploring the Mediating Role of EFL Teachers’ Emotion Regulation in the Relationship Between Emotional Intelligence and Resilience

ABSTRACTResearch on English as a foreign language (EFL) teachers’ psychology has been increasingly focusing on emotional intelligence (EI), emotion regulation (ER) and resilience due to the significant challenges these teachers face. However, the complex relationships among these three variables in the EFL teaching field have received scant attention. To address this gap, this study was conducted to test hypotheses regarding the relationships between EI, ER and resilience and the mediating role of ER. A survey was administered to 1017 junior high school EFL teachers from mainland China using three distinct scales to assess their levels of EI, ER and resilience. The data were analysed using SPSS 26.0 and Amos 24.0. The findings revealed that the EFL teachers demonstrated high levels of EI, ER and resilience. Furthermore, structural equation modelling showed that EI significantly predicted resilience, and cognitive reappraisal in ER significantly mediated this relationship. These results emphasize the importance of cultivating EI in enhancing EFL teachers’ psychological well‐being. Evidently, EI is a key factor in improving teacher resilience, and ER plays a crucial mediating role in this process, thereby enabling them to address professional challenges.

Survive and Thrive in the Time of Changes: A Bibliometric Review of Teacher Resilience, 1998–2023

Teacher resilience literature has expanded rapidly with a large number of publications and an evolving knowledge base. To capture a synthetic account systematically and effectively, this review provides a bibliometric approach to quantitatively examine the metadata of 692 relevant publications during the 26 years from 1998 to 2023. The finding traces the field’s progression from an initial concern for at-risk children to early conceptual discussions of resilience and, ultimately, more in-depth theoretical, empirical, and experimental investigations of teacher resilience, particularly within specific contexts like language teaching. However, the future trajectory of this domain remains an open question. The bibliometric review also enabled the researchers to anchor future research directions and contemplate the key challenges, such as the need for more international collaborations, concerted efforts to study teacher resilience across varied contexts, and the need to carefully balance productivity and influence when conducting new studies. Overall, this review aims to spark thoughtful discussions among researchers, practitioners, and policymakers regarding teacher resilience, in order to establish a more sustainable and global knowledge base.

Personal resilience among novice teachers and teacher-interns in Arab society in Israel: demographic, socio-emotional and educational characteristics

ABSTRACT Unlike previous studies that have investigated teachers’ personal resilience, the current study sought to examine its demographic characteristics and its relationships with socio-emotional and educational factors, and to consider differences in personal resilience between novice teachers and teacher-interns with low, medium and high levels of personal resilience. The participants were 298 novice teachers and teacher-interns in Arab schools in the north of Israel, who filled out questionnaires that included demographic details, and measures of personal resilience, subjective happiness, positive and negative affect, self-esteem, social anxiety, and teaching motivation. The findings indicated significant differences between the participants on the relationship between personal resilience and teaching status, teaching internship and teaching seniority. In addition, a significant positive correlation was found between personal resilience and subjective happiness, but negative correlations were found between personal resilience and negative affect, social anxiety, social fear, and social avoidance. Significant differences were found between three categories (low, medium and high personal resilience) of novice teachers and teacher-interns for social avoidance, social anxiety, general affect, negative affect, and teaching motivation. The authors concluded that workshops for the mentioned teachers should focus primarily on increasing their personal resilience, which is crucial for their optimal integration into the education system.

The Dynamics Between Teacher Resilience and Well-being: A Cross-Lagged Panel Analysis

The Dynamics Between Teacher Resilience and Well-being: A Cross-Lagged Panel Analysis

예비유아교사의 가족 건강성과 학업 스트레스 간의 관계에서 자아탄력성의 매개효과

Objectives The purpose of this study is to verify the mediating effect of ego resilience between family health and academic stress of prospective early childhood teachers. Methods To carry out the research, surveys were given to 480 future early childhood educators who were part of 3- and 4-year early childhood education programs. Out of these, 456 surveys were considered suitable for the study after removing the ones that were either not returned or not filled out sincerely. The data from these surveys were then analyzed using two software tools: SPSS version 25.0 and Process macro version 4.2. Results The results obtained through the above method are as follows. First, it was found that as the family func-tionality of prospective early childhood teachers increases, their ego resilience increases. Second, it was found that as the family functionality of prospective early childhood teachers increases, their academic stress decreases. Third, it was found that the higher the ego resilience of prospective early childhood teachers, the lower their aca-demic stress. Ego-resilience showed a partial mediating effect in the relationship between family functionality and academic stress of prospective early childhood teachers. Conclusions The academic stress of prospective early childhood teachers is due to their psychological and emo-tional aspects. This study revealed that family health has a decisive influence on the psychological and emotional aspects of prospective early childhood teachers, and that ego resilience also exists. In particular, ego resilience played a mediating role between family health and academic stress. Therefore, in order to manage academic stress among prospective early childhood teachers, various strategies should be prepared to increase their family health and ego resilience in a positive direction.

Empowering Future Bilingual Educators: Integrating Trauma-Informed Approaches in Bilingual Teacher Education

The impact of trauma on children's social, emotional, and academic growth is profound, yet teacher preparation programs, particularly in bilingual and multicultural contexts, often lack comprehensive training in trauma-informed practices. This qualitative study investigates the integration of trauma-informed approaches into a bilingual teacher education course at a university in West Texas. The study included 59 undergraduate pre-service teachers enrolled in a course on bilingual and multicultural education. Data were collected through preliminary and concluding written interviews, alongside ongoing instructional interventions, including discussions, case analyses, and trauma-informed strategies. Initially, participants demonstrated a limited understanding of trauma, associating it primarily with extreme events such as accidents or death. Post-course assessments, however, revealed a broadened understanding, recognizing everyday traumas like poverty, bullying, and family instability. Findings suggest that integrating trauma-informed approaches significantly enhances pre-service teachers' ability to identify and apply practical strategies to support trauma-affected students. The study introduces the Trauma-Informed Bilingual Teacher Preparation Model, focusing on key components such as foundational trauma knowledge, recognizing trauma symptoms, culturally responsive teaching, creating supportive environments, and fostering teacher resilience. By embedding trauma-informed practices in teacher education, this model prepares future educators to cultivate compassionate, inclusive classrooms, particularly in bilingual and multicultural settings. The study emphasizes the importance of curriculum reform to equip teachers with the necessary skills to support both students' emotional well-being and academic success.

Teachers’ Opinions on Teacher Resilience during the COVID-19 Pandemic

The purpose of the study is to examine the teachers’ opinions on teacher resilience during the COVID-19 pandemic. The study employed a phenomenological design, implementing maximum variation sampling to select a participant group of 20 teachers from private schools in Istanbul and public schools in Erzurum's rural district, Hınıs. Semi-structured interviews were conducted both in-person and virtually, after which descriptive and content analyses were undertaken utilizing the MAXQDA 2020 software, facilitating the identification of predominant themes and sub-themes. Eight themes are surfaced from the study, encapsulating teachers' opinions on resilience, professional challenges, complications tied to distance education, environmental problems, factors contributing to resilience, leaving the profession, the COVID-19 pandemic's impact, along with suggestions for enhancing resilience. The study's findings indicate that teacher resilience during the COVID-19 pandemic is significantly affected by factors such as the lack of internet infrastructure, the lack of hardware, learning loss in students, absenteeism problems of students, physical distance, increase in workload, the lack of parental interest, the lack of support from the administration, and economic conditions. Conversely, professional dedication, professional development, positive attitude, administrative and parental support, collaboration among colleagues, and engaging in hobbies were identified as factors contributing to teacher resilience.

A scoping review of universal school-based resilience programs for adolescents.

Resilience, broadly defined as effective adaptation to stress, adversity, or change, is an important capacity to foster in adolescence. To date, there has been little review of the literature on universal school-based resilience programs for teens. The current scoping review had three aims. The first aim was to report on the scope of literature on universal school-based resilience programs for adolescents. The second aim was to code and summarize the features and outcomes of these programs (stand-alone programs and whole-school programs). The third was to identify key themes emanating from nonempirical articles (i.e., theoretical articles, review articles, published guidelines, and reports) about what makes an effective school-based resilience program for adolescents. A total of 34 articles met the criteria for the review (47% empirical and 53% nonempirical). The collated data present a summary of who (e.g., sample demographics), how (e.g., research designs, the duration and number of posttest evaluations), and what has been studied (e.g., the types of programs and the types of outcomes). Randomized control trial evaluations (53%) and quasi-experimental designs (47%) were the common designs. The studies displayed large variation when it came to program delivery aspects such as number of lessons, length of the lessons, duration of the program, type of teaching, and program facilitators. Six themes were identified for creating effective universal school-based resilience programs: dual focus (ill-being and well-being), ethos and embedding, nurturing environment, adopting a systems approach, building teacher resilience, and fostering real-time resilience through implicit and explicit teaching. Suggestions for future research are provided. (PsycInfo Database Record (c) 2024 APA, all rights reserved).