Teacher Resilience Research Articles

What's the Punchline?: Promoting Child and Teacher Resilience Through Pediatrician-Teacher Partnerships.

* Abbreviation: ACE — : adverse childhood experience > The Editorial Board of the Section on Pediatric Trainees Monthly Feature is proud to feature an article by Dr Kavitha Selvaraj, who suggests that the effects of toxic stress can be combated through the development of physician–teacher partnerships. Her article concluded our series of featured essays on the Advocacy Campaign for 2016–2017. > > Catherine Spaulding, MD, Editor, Pediatrics , SOPT Monthly Feature I first learned about toxic stress the day my student “J” punched me in the face. As a seventh-grade biology and health teacher in an underserved neighborhood, I hoped to inspire the next generation of scientists. Unfortunately, the 5-week teachers’ boot camp left me woefully underprepared for the students’ constant behavioral outbursts, so little time was actually spent teaching. The most memorable incident started when I heard voices in the hallway yelling, “Fight! Fight! Fight!” and found my students, “J” and “N,” throwing punches. I positioned myself between the sparring students and yelled at them to stop. N backed away immediately, but J kept swinging with full force. His pupils were dilated, his face was sweaty, his respirations were fast and shallow. I implored him to stop, but instead, he stared at me blankly and punched me square in the face. Within moments, security guards arrived to escort J and N to the dean’s office, and the crowd dispersed. I stood there a moment longer, my cheek throbbing and my ego even more wounded, in shock at what had just occurred. After finding an ice pack for my swollen … Address correspondence to Kavitha Selvaraj, MD, MPH, MAEd, Division of Academic General Pediatrics and Primary Care, Ann & Robert H. Lurie Children’s Hospital of Chicago, 225 East Chicago Ave, Box 162, Chicago, IL 60611-2991. E-mail: kselvaraj{at}luriechildrens.org

Psychological Resilience of Secondary School Teachers with Respect to the Gender

Psychological Resilience of Secondary School Teachers with Respect to the Gender

The effect of self-esteem and resilience of pre-service early childhood education teachers on educational beliefs

The effect of self-esteem and resilience of pre-service early childhood education teachers on educational beliefs

The effect of self-esteem and resilience of pre-service early childhood education teachers on educational beliefs

The effect of self-esteem and resilience of pre-service early childhood education teachers on educational beliefs

Teacher victimization, turnover, and contextual factors promoting resilience

ABSTRACTTeacher victimization is a relatively understudied phenomenon that may contribute to teacher turnover. The purpose of this study is to explore the relationship between teacher reports of victimization and teachers leaving their school and the profession. Using nationally representative data (n = 104,840) from the Schools and Staffing Survey, we examine the extent to which being threatened or attacked by students predicts higher rates of teacher turnover and whether this relationship differs due to factors that may promote teacher resilience. We utilize conditional multinomial logistic regression, implicitly controlling for school-by-year fixed effects. Findings suggest that perceived victimization predicts an increased probability of leaving the school and profession. School-level promoters of resilience are found to lessen this relationship. We discuss ways schools can mitigate the impact of victimization. This work contributes to a nascent body of literature on teacher victimization and informs a policy lever by which turnover may be reduced.

Developing Mathematical Resilience of Prospective Math Teachers

Prospective math teachers need to develop positive adaptive attitudes toward mathematics that will enable them to continue learning despite having to deal with obstacles and difficulties. This research focuses on the resilience improvement of the prospective mathematic teachers after being treated using problem-based learning based on their basic knowledge on mathematic and their overall knowledge on math. This research used only one group for pre-test and post-test. The result of this research shows that there is improvement on prospective teachers’ resilience after they were given treatment using problem-based learning. One of the factors causing the resilience improvement of the prospective mathematic teachers is the instructions on students’ work sheet. In the instructions, stud ents were asked to write difficulties in solving math problems as well as write down the solution they take to overcome them. This research can be used as a reference for other researchers who want to do the same research related on students’ resiliency o n math and or math lecturers to improve the resilience of prospective teachers to be resilient teachers on math in the future.

Developing school resilience for disaster mitigation: a confirmatory factor analysis

PurposeThe purpose of this paper is to create a valid and fit instrument to measure school resilience, and to understand teachers’ and students’ contributions to build school resilience.Design/methodology/approachThe construct of school resilience is adapted from Henderson and Milstein’s (2003) concept regarding two factors: mitigating risk factor in environment and building resilience in the environment. Senior high school teachers and students in a disaster-prone area in Indonesia were chosen as the sample using purposive sampling technique.FindingsThe results of this research are that the instrument is considered as good, valid, reliable, and fit for measuring the students’ and the teachers’ contributions in building school resilience; and the results of the confirmatory factor analysis test of the hypothesized model of school resilience of teachers and students in a disaster-prone area are in line with the empirical data. Based on the analysis of the value of the major loading factors, teachers and students show different contributions. In building school resilience for disaster mitigation, teachers begin by mitigating risk factor in the environment whereas students tend to give a priority to build resilience in the environment.Practical implicationsThe results of this study are applicable to develop school resilience on disaster mitigation, and the instrument of the research provides a practical contribution to broader research scope, in terms of different population, school level, socio-cultural background, and disaster-prone area.Originality/valueThis study presents reliable instrument to measure teachers and students’ contribution in building school resilience. This study also sought to understand the different contributions shown by teachers and students in building school resilience for disaster mitigation.

The Resilience and Self-Encouragement of Pre-service Special Education teachers

The Resilience and Self-Encouragement of Pre-service Special Education teachers

Player professional development: A case study of teacher resiliency within a community of practice

This case study follows seven high school teachers over the course of a year engaging in “Player Professional Development.” As these teachers studied game design principles for classroom instruction, this study looks at how their gameful learning intersected with administrative disruption of teacher time. Building on literature about communities of practice, teacher resiliency, and game-based learning, these findings highlight how structural barriers to teacher-led PD affect feelings of teacher burnout. Ultimately, the teachers in this study shifted from a stance of “playing” to “escaping” PD, reflecting a general attitudinal shift to structural PD challenges at their school site.

A Study on Burn-out and Resilience of Early Childhood Special Teachers Based on Job and Personal Variables

본 연구는 유아특수교사의 직무 및 개인 변인에 따른 심리적소진과 회복탄력성의 분석을 목적으로 218명의 유아특수교사들을 대상으로 실시되었다. 이에 따른 연구결과는 다음과 같다. 첫째, 유아특수교사 직무와 관련해서는 사무 및 행정관련 업무가 교수학습 개발 및 평가 업무보다 심리적 소진이 높았으며 회복탄력성은 낮게 나타났다. 둘째, 유아특수교사의 연령과 관련해서는 20대 유아특수교사가 40대 이상 유아특수교사보다 심리적소진이 높았으며 회복탄력성은 낮게 났으며, 유아특수교사 경력과 관련해서는 경력이 많은 교사가 심리적 소진이 낮았으며 회복탄력성은 높은 것으로 나타났다. 셋째, 유아특수교사의 근무 기관 유형과 관련해서는 어린이집에서 근무하는 유아특수교사가 특수학교에서 근무하는 유아특수교사보다 높은 심리적 소진과 낮은 회복탄력성이 나타났으며, 유아특수교사의 결혼 여부에서는 미혼자가 기혼자보다 높은 심리적 소진을 나타냈다. 넷째, 유아특수교사의 담당 유아의 연령과 관련해서는 만3세반 유아특수교사가 만4세반 유아특수교사 보다 회복탄력성이 높게 나타났다. 다섯째. 유아특수교사의 심리적 소진과 회복탄력성 관련 하위요인들의 상관관계는 부적 상관관계가 있는 것으로 나타났다. 따라서 본 연구를 기초로 향후 유아특수교사의 심리적 소진은 직무, 연령, 경력, 기관 유형, 결혼 여부에 따라 차이가 나타났으며 회복탄력성과 관련해서는 직무, 연령, 경력, 기관 유형, 담당 유아의 연령에서 차이가 있는것으로 나타났다. 따라서 향후 유아특수교사의 다양한 변인에 따른 심리적소진과 회복탄력성에 영향을 미치는 구체적인 위험요인과 보호요인을 알아보기 위한 질적 연구의 필요성이 제시되었다.The purpose of this study is to find out the difference of burn-out and resilience of early childhood special education teachers according to their job and personal variables. 218 participants were involved for this study and the research results are as follows; First, in relation to the job of the special education teachers for early childhood, the task of office and administrative related showed higher than the task of teaching and learning development and evaluation in burn-out, but showed lower in resilience. Second, in relation to the age of the special education teachers for early childhood, Teachers in 20s showed higher than those of 40s in burn-out, but showed lower in resilience. Third, in relation to the career of special education teachers for early childhood, teachers who had a lot of career experience showed lower in burn-out, but showed higher in resilience, in relation to the type of work institution of special education teachers for early childhood, teachers working at day care center for childhood showed higher in burn-out, and showed lower in resilience than teachers working in special school, in marriage of special education teachers for early childhood, the unmarried teachers showed higher burn-out than the married teachers. Fourth, in relation to the age of the infants in charge of the special education teachers for early childhood, the special education teachers of 3-year-old infants showed higher in resilience than the special education teachers of 4-year-old infants. Finally, in the correlation of the sub-factors related between the burn-out and the resilience of special education teachers for early childhood, negative correlation was found. Therefore, the necessity of future qualitative research to investigate specific risk factors and protective factors affecting burn-out and resilience according to various variables of the special education teachers for early childhood was suggested.

Similarities and Differences in Risk and Protective Factors in Teacher Induction for Prospective Elementary and Physical and Health Education Teachers

The growing body of literature on teacher induction barriers has revealed the need to address issues that may lead to negative consequences. Recent research points to an increased interest in teacher resilience, a concept that promotes positive adaptation to counteract these adverse outcomes. However, teacher induction and resilience may differ depending on teaching context. For example, do specialists such as physical and health education teachers experience the same induction situation as generalist teachers? The authors aimed to compare the anticipated risk and protective factors related to the induction of these prospective teachers. The data from two studies were analyzed using thematic coding. The results indicate similarities and differences between the two groups that suggest ways to better support teacher induction.

Resilience as a Predictor of Burnout Behaviour among Secondary School Teachers

The present study examined difference in resilience and burnout behavior of secondary school teachers of Tarn Taran District with respect to type of school. The study further investigated the relationship between resilience and burnout behavior of secondary school teachers. Regression analyses were also tested to find whether resilience is valid predictor of burnout behavior or not. The results of the investigation revealed government and private secondary school teachers do not differ significantly with respect to resilience. In case of burnout behavior, government and private secondary school teachers differ significantly with respect to depersonalization and personal accomplishment but achieve equal mean scores on emotional exhaustion. It is also observed that there exists positive significant relationship between personal accomplishment and resilience and negative significant relationship between two dimensions of burnout behavior (emotional exhaustion and depersonalization) and resilience. Resilience is also found to be valid predictor of emotional exhaustion, depersonalization and personal accomplishment.

Primary School Teachers’ Resilience during the Economic Crisis in Greece

The economic crisis has had economic, social and professional consequences on teachers with the result that challenges and adversity they face have significantly increased. Resilience helps the individual face these adversities and difficulties and is built through the individual’s dynamic interaction with his/her environment. In order for teachers to face increased challenges and setbacks created by the economic crisis they are required to have resilience. This paper presents a research carried out in Greece aiming to assess the correlation between resilience of primary school teachers who work in Athens (the capital of Greece) and the parameters that are associated with the economic crisis. The present research has found that more than half of primary school teachers who participated in it show moderately high and high resilience and at the same time a very small percentage has very low and low resilience. Furthermore, the Greek teacher’s resilience has been influenced by the economic crisis at a moderate level. It seems that teachers in Athens, despite the fact that they have been experiencing difficulties due to the crisis, are still facing them at a good level. An important finding is that the Greek teacher’s resilience is very highly correlated to his/her relationship with his family and his/her colleagues. In Greece family nexus is still very strong. The Greek teacher is supported by a strong network of relationships that s/he establishes with his/her family members and his/her colleagues. This network of relationships seems to support and strengthen the features that make up resilience.

Teacher resilience and meaning transformation: How teachers reappraise situations of adversity

It is commonly assumed that how teachers appraise adverse situations plays a crucial role in their emotional states. This paper explores how situations of adversity are reappraised by teachers in ways that allow them to transit from states of suffering and despair to states of restored well-being and commitment. Focusing on two cases of teacher resilience, this study analyzes the transformation of teachers' appraisals at three levels of depth. The results suggest that reappraisals involve important transformations at the deepest level of the appraisal but are driven by the desire to eliminate contradictions at the intermediate level.

A Review of Physical Education Teacher Resilience in Schools of Poverty Through the Lens of Occupational Teacher Socialization

The increase in teacher attrition has been substantial in U.S. public schools over the past three decades. The impact this trend has on student learning is pronounced, especially in high-poverty schools. Minimal research has focused on the resilient teachers who stay in these settings and the personal, professional, and biographical influences that guide that decision. This review of literature, guided by resilience theory, occupational socialization of physical education teachers, and research on poverty, attempts to demonstrate the importance of recruiting, training, and retaining resilient physical education teachers in high-poverty schools.

Resilient teachers, resilient schools: building and sustaining quality in testing times

Over the years, scholars have shown a lot of interest in examining teachers’ problems such as burnout, low morale, stress and anxiety in the educational literature. However, the capacity and capabi...

Should I stay or should I go? Resilience as a protective factor for teachers’ intention to leave the teaching profession

Teacher attrition is a current issue in Australia and other economically developed countries, with up to 50 per cent of teachers resigning from teaching within the first five years. Teacher attrition is widely considered to impact negatively on student achievement and the school. The present study of 160 Australian primary and secondary teachers who have been in the profession for up to 10 years investigates whether teachers’ generalised resilience is associated with their intention to leave the teaching profession. As hypothesised, results indicate that lower levels of resilience are significantly related to a higher intention to leave the teaching profession, after controlling for job satisfaction and demographic variables. Implications for teaching conditions related to job satisfaction and the resilience of early career teachers are discussed.

Program Evaluation: Building Teacher Resilience Through Emotional Intelligence Training

Program Evaluation: Building Teacher Resilience Through Emotional Intelligence Training

The Mediated Effects of Burnout in the Relationship Between Teacher's Resilience and Teacher-Child Interaction

The Mediated Effects of Burnout in the Relationship Between Teacher's Resilience and Teacher-Child Interaction

Pathways to resilience: how drawings reveal pre-service teachers’ core narratives underpinning their future teacher-selves

ABSTRACTFor this study of teacher-identity, which is part of a larger research project on teacher resilience, preservice teachers were invited to draw “the kind of teacher you hope to become”. In this, our study recognises drawing as a semiotic system of meaning-making and communication. The drawings were examined in terms of the “stories” they told. Using an emergent design approach to the data, drawings were synthesised into categories that were distilled into theme clusters. A hermeneutic reading revealed the core identity narrative underpinning each teacher-identity story. This story was told in sociocultural terms, or constructed around functioning at work or couched in terms of personal validation and achievement. These core identity narratives signal what “matters” to preservice teachers’ sense of their teacher-selves. Since there is an observed correlation between teacher-identity and resilience, knowing what matters is a helpful basis for building resilience.