Teacher Resilience Research Articles

El constructivismo como enfoque en la psicología educativa

Constructivism as a psychopedagogical perspective does not in itself constitute a specific paradigm or theory. This is evident in the published scientific literature where there is no consensus regarding the conceptualization of the constructivist approach. It is based as a referential - explanatory framework in the field of education. It takes as a principle that the subjects of the teaching process build a large part of what they learn and understand. This perspective leaves the authors Piaget and Vygotsky with the theory and research on human development. The present study focuses on analyzing the perspective raised by the authors Urrutia-Aguilar, Jaimes-Medrano and Aburto-Arciniega (2022) on the resilience of high school teachers. In the study are not analyzed the potentialities of constructivism as a perspective in educational psychology. This would have favored the continuity of the educational teaching process. Consequently, there is a set of paradigms and theories that favor autonomous learning, mainly for high school students.

Crisis and adaptability: a model of early childhood teacher resilience across five countries

ABSTRACT The unprecedented challenges posed by the pandemic have required the global world to adapt swiftly and cope with the demands. The pandemic, in particular, has caused severe disruptions to young children’s learning experiences, requiring a closer examination of teacher resilience. This complex, individual and context-driven quality requires educators to adapt, negotiate existing challenges and endure in adverse stress-inducing environments. Drawing on two models of teacher resilience, with a specific emphasis on protective factors, we present the empirical findings of a study that involved 284 early childhood educators from Australia, Bangladesh, India, Norway and Singapore. Participant experiences in their professional contexts indicate the role of protective factors, which include both individual and contextual factors, that facilitated quality teacher-child interactions during the pandemic. The data highlight personal strength and learning situated in their heritage cultures as crucial components of developing a strong sense of professionalism. In addition, the findings reveal the importance of professional development opportunities as an enabler of teacher resilience.

Okul Müdürlerinin Güçlendirici Liderlik Davranışları İle Öğretmenlerin Psikolojik Dayanıklılık Düzeyleri Arasındaki İlişki

Bu çalışmada, lise yöneticilerinin güçlendirici liderlik davranış düzeyleri ileöğretmenlerin psikolojik dayanıklılıkları arasındaki ilişkinin belirlenmesiamaçlanmaktadır. İlişkisel tarama modeli kullanılarak araştırmagerçekleştirilmiştir. Araştırmanın evrenini 2020-2021 öğretim yılında Batmanilinin merkezindeki 43 Anadolu ve 2 Fen Lisesi olmak üzere toplam 45 okuldagörev yapan 1265 branş öğretmeni oluşturmaktadır. Araştırmada, 318öğretmenden elde edilen veriler analiz edilmiştir. Bu araştırmada, “GüçlendiriciLiderlik Ölçeği”, “Psikolojik Dayanıklılık Ölçeği” kullanılmıştır. Yapılanaraştırma sonucunda, lise yöneticilerinin güçlendirici liderlik davranışlarınailişkin öğretmen algılarının "iyi düzeyde" olduğu tespit edilmiştir. Öğretmenlerinpsikolojik dayanıklılıklarına ilişkin kendi algılarının "orta düzeyde" olduğubelirlenmiştir. Araştırmada yapılan korelasyon analizi sonucunda, okulyöneticilerin güçlendirici liderlik davranışları ile öğretmenlerin psikolojikdayanıklılık düzeyleri arasında pozitif yönde ve orta düzeyde anlamlı bir ilişkiolduğu saptanmıştır. Ayrıca yapılan regresyon analizi sonucunda ise, genel olarakokul yöneticilerinin güçlendirici liderlik davranışları öğretmenlerin psikolojikdayanıklılık düzeylerini anlamlı bir şekilde yordamaktadır.

A health promotion intervention for vulnerable schools (BeE-school): a cluster-randomized trial

Abstract Background Noncommunicable diseases (NCDs) share key determinants like unhealthy diet, unhealthy 24h- movement behaviour (sleep, sedentary behaviour and physical activity), leading to other risks including overweight, obesity and raised blood pressure. Although the manifest of the NCDs in childhood is rare, risk behaviours, obesity, and raised blood pressure that accelerates their development begin during childhood. The current study aims to analyze the effectiveness of the intervention program based on the promotion of health literacy and lifestyles, on children’s health literacy, lifestyles (e.g. dietary intake, 24hmovement behaviour) and overweight and obesity. Methods 478 children (6 schools) aged 6-12years old will participate in this cluster-randomized trial, having schools as the unit of randomization, assigned into intervention (239-3schools) and the control arm (239-3schools). This project is currently performing social listening (online and offline) and stakeholders’ involvement. Data collection includes sociodemographics, health literacy and infodemic resilience, dietary intake and children’s 24-h movement behaviour (e.g. accelerometry), anthropometry (e.g. weight, height and waist circumference) and blood pressure. It will occur at baseline and after the intervention (follow-up, 6 months after the beginning of the intervention). Results Expected outputs and outcomes include the 1-creation of a model for characterizing NCDs and health topics based on artificial intelligence techniques (e.g. deep learning, social network analysis methods).2- improved health literacy and infodemic resilience of children, families and teachers.3- enhanced children’s lifestyles. 4- reduce NCDs’ physical risk factors (e.g. overweight, raised blood pressure). Conclusions A feasible intervention program for school-aged children with vulnerabilities enhances tailored policies about health promotion and NCDs’ prevention, respecting the contextś singularities. Key messages • Health promotion and NCDs prevention are crucial for the well-being of our societies. • Feasible intervention programs advocates for evidence-based policies that respect local singularities.

The Resilience of Students and Teachers Using a Virtual Writing Intervention during COVID-19

During the onset of COVID-19 pandemic, many K-12 schools suddenly shifted from the traditional brick and mortar schooling to virtual learning. With this shift, many teachers and students faced unanticipated instructional challenges. In this study, three elementary school teachers in the Mid-Atlantic opted to utilize an innovative technology based graphic organizer (TBGO) to support their virtual writing instruction for a persuasive essay unit. Participants included three 5th grade teachers and 13 diverse 5th grade students with disabilities, English language learners, or struggling writers. After receiving the bichronous (synchronous and asynchronous) professional development on the TBGO intervention, teachers delivered writing instruction online. Students’ writing outcomes at pretest, posttest with TBGO, and posttest without TBGO were examined. Findings revealed that there were significant differences from the pretest to both posttests for students’ total written words, the number of transition words, and writing quality. Additional qualitative findings indicated positive experiences for both students and teachers utilizing the TBGO during virtual instruction. The resilience of both students and teachers utilizing the writing intervention online is discussed.

An Empirical Study of the Impact of Psychological Capital on Professional Identity of Ideological and Political Teachers in Colleges and Universities

This study aimed to explore the effect of psychological capital on the professional identity of ideological and political teachers in colleges and universities,and the current situation of psychological capital and professional identity.A total of 793 ideological and political teachers from 11 colleges and universities were surveyed with the Psychological Capital Scale and Professional Identity Scale.The results were as follows: The total score of psychological capital and the four dimensions of self-efficacy,hope,resilience and optimism of ideological and political teachers in Colleges and Universities are at high levels.The total score of professional identity and the four dimensions of role values,professional behavior. tendency,professional values,and professional sense of belonging of ideological and political teachers in Colleges and Universities are at high levels.For ideological and political teachers in colleges and universities,self-efficacy,hope,and optimism positively predict professional identity.The results provided a theoretical basis for enhancing the professional identity of ideological and political teachers in colleges and universities.

Teacher resilience matters: a buffering and boosting effect between job driving factors and their well-being and job performance

ABSTRACT This study investigated the mediation role of teacher resilience between job demands and resources and their well-being and job performance using a sample of 407 teachers from Hong Kong, SAR and mainland China. Confirmatory factor analysis and structural equation modelling were employed to deal with the dataset. The results indicated that the professional dimension and the emotional dimension of teacher resilience were affected by decision latitude (potential control over the job tasks and conducts) and school support respectively and predicted teacher well-being. The motivational dimension and the social dimension of teacher resilience promoted teacher job performance, influenced respectively by task overload (negatively) and role demand (positively) along with school support. This model is the first attempt to represent the relevance of the Job Demands-Resources theory that teacher resilience can buffer negative job demands and boost positive job resources to promote their well-being and performance in a specific societal and educational context. Implications for cultivating teacher resilience to everyday challenges and adversities were proposed in order to assist teachers to not only survive, recover, and thrive, but also to establish a school resilience cascade (potential resilience chain affecting a system due to an act of teacher resilience) for these turbulent times.

Adverse childhood experiences, stress, and resilience among early childhood teachers

Early childhood teachers play a critical role in supporting young children's cognitive, social, and emotional development. Unfortunately, teachers’ abilities to promote young children's well-being can be hindered by their own stress. Teachers can experience both workplace stressors as well as chronic stressors from adverse childhood experiences (ACEs). Very little is known about whether different sources of teacher's stress have independent effects on their functioning. The present study examines whether workplace stress and history of ACEs are unique or redundant predictors of teacher resilience and classroom behavior, including teacher-child interaction quality, child classroom misbehavior, and staff affect regulation. Data were collected from female teachers (N = 718) across 101 childcare centers. Teachers (Mage = 39.26, SD = 13.69) completed self-report assessments on their history of ACEs, workplace stress, and resilience. For a subsample of teachers (n = 58) classroom behavior was observationally coded in the classroom. Controlling for student-teacher ratio and center type, both a higher number of ACEs and workplace stress were associated with lower levels of resilience. Only a history of ACEs was associated with observed teacher-child interaction quality and child classroom misbehavior, not workplace stress. Although there are some limitations to the measurement of retrospective ACEs, the present study offers some promising findings regarding the impact of ACEs on teacher functioning. The present findings suggest that addressing trauma-specific stress is important for early childhood teacher interventions, beyond general relaxation and stress management strategies.

Teacher resilience in the face of uncertainty: experiences of Turkish teachers during the COVID-19 outbreak

ABSTRACT The study aims to shed light on how Turkish teachers perceive ‘teacher resilience’ in the shadow of the COVID-19 Outbreak by exploring their experiences. Phenomenological design was adopted in the study and maximum variation sampling was employed in selection of participants who consisted of 15 teachers with different educational backgrounds. Data were obtained through semi-structured in-depth and focus group interviews and a qualitative content analysis method was executed in data analysis. The statements of the participant teachers were examined through four dimensions presented in the theoretical framework of Mansfield et al. (2012): Profession-Related, Social, Emotional and Motivational Dimensions. The findings revealed that Turkish teachers were not ready for online teaching and experienced certain challenges in the use of effective teaching methods, time management and learner engagement. The study uncovered low levels of emotional, but high levels of social resilience among teachers. They had challenges to manage their emotions, and cope with job demands and stress from time to time. However, they overcame these challenges by building supportive relationships, communicating with each other, seeking help and taking advice. Moreover, many of the teachers managed to stay motivated, persevere, and be positive in the face of the unprecedented challenges they experienced during the COVID-19 Pandemic.

Resilience in Teachers: Validation of the Spanish Version of the CD-RISC10© Scale in Early Childhood, Primary and Special Education Teachers.

Schools are a fundamental context for processes of promotion and generation of resilience, since they focus not only on aspects of academic development, but also of personal and social development. Resilience in the teacher has a dual function. On the one hand, as resilient professionals, teachers can foster the development of resilience in their students; on the other hand, teaching resilience facilitates their own personal and professional well-being. Despite research highlighting the benefits of resilience in education, there is scarce research focused on assessing resilience in teachers. Thus, the aim of this paper is to analyze the psychometric properties of the Spanish version of Connor and Davidson’s 10-item resilience scale (CD-RISC 10©) in a sample of 290 teachers. A confirmatory factorial analysis (CFA) is performed, which shows that the 10 items on the CD-RISC 10© Resilience Scale form a one-dimensional structure, with high reliability, McDonald’s Omega coefficient (ω = 0.80) and Cronbach’s alpha coefficient (α = 0.87). The results obtained in this work support the use of the scale for the assessment of resilience in teachers of Infant, Primary and Special Education, which is considered very useful, not only to know their degree of resilience, but also to assess the effectiveness of training programs.

PSYCHOLOGICAL FLEXIBILITY OF PRIMARY SCHOOL TEACHERS AND ITS RELATIONSHIP TO THE ACADEMIC ACHIEVEMENT OF THEIR STUDENTS: STUDY IN THE CITY OF OUARGLA – ALGERIA

This study aims at identifying the level of psychological flexibility of primary school teachers, it also aims at identifying the relationship between the psychological flexibility of teachers and the academic achievement of their pupils, in addition to detecting the differences in the level of psychological flexibility concerning some variables: gender, seniority in teaching. We have used the descriptive, exploratory and comparative approach. The sample of this study included 120 teachers, it was selected by simple random method, and to achieve the objectives of the study we used the psychological resilience scale and the student’s achievement assessment records, and the statical treatment was done by (SPSS V 26) program. This study started from the following questions: - What is the level of psychological resilience of primary school teachers in Ouargla? - Is there a relationship between the psychological resilience of primary school teachers and the academic achievement of their students? - Are there differences in psychological resilience among primary school teachers concerning gender? - Are there differences in psychological resilience among primary school teachers concerning seniority in teaching?.

Building Resilience through Peace Education: Perspectives of Teacher Educators about Pre-service Teacher Education

The key objective of this research was to establish an evidence-based study about current teaching practices; focusing on the key elements of teaching methods used in pre-service education programs that can build resilience against (violent) extremism. One of the principles underpinning training young teachers is to help prepare and equip them with the necessary skills and knowledge to practice peace education. The qualitative data was collected from teachers engaged in the education programs. In total 15 semi-structured interviews were conducted in Islamabad, Rawalpindi, Wah Cantonment, and six major cities in Khyber Pakhtunkhwa (KPK) province, Pakistan. The study argues that in order to ensure resilient teachers and trainers, the Bachelors of Education degree (B.Ed) program needs to offer both specialist skills and a theoretical understanding of peace, civic, and tolerance education. Such a result-orientated focus can enhance the effectiveness of the existing education programs in Pakistan vis-à-vis resilience towards (violent) extremism.

Understanding self perceptions of wellbeing and resilience of preservice teachers

Research has shown that university students face higher distress than the general population; further, those in helping professions are at a higher risk. A survey was distributed to preservice teachers in one Bachelor of Education program to understand their perceptions of wellbeing and resilience. Results indicated that students' satisfaction declined as they neared the end of their program, and many indicated they had experienced issues with workload/work-life balance. By eliciting students' responses on their wellbeing and developing a more fulsome picture, the findings may be used to consider innovative and effectual approaches to best support teacher candidates' wellbeing. Furthermore, helping preservice teachers develop an understanding of how to support their own wellbeing may further impact the promotion of students’ wellbeing and potentially mitigate issues with beginning teacher attrition rates.

초등교사의 교사효능감, 학교풍토가 교사소진에 미치는 영향

Objectives The purpose of this study is to investigate the relationship between teacher efficacy, school climate, resilience, and teacher burnout in elementary school teachers, and to examine the mediating effect of resilience.
 Methods 341 elementary school teachers nationwide answered the questionnaire, of which 300 data were analyzed. All data were analyzed using SPSS Statistics 18.0 and AMOS 18.0. To analyze the data, descriptive statistics analysis, internal consistency reliability test, Pearson correlation analysis, SEM(Structural Equation Modelling) analysis, and bootstrapping analysis were performed. The statistical significance level was set to .05.
 Results First, Teacher efficacy negatively affected teacher burnout. Second, school climate negatively affected teacher burnout. Third, Resilience negatively affected teacher burnout. Fourth, Resilience mediated the relationship between teacher efficacy and teacher burnout. Fifth, Resilience mediated the relationship between school climate and teacher burnout. These findings emphasize the importance of resilience in the process of teacher efficacy and school climate affecting teacher burnout. Therefore, in order to prevent and alleviate teacher burnout, measures to improve teacher efficacy or school climate should consider enhancing resilience together.
 Conclusions In order to prevent and alleviate teacher burnout, it is necessary to recognize the importance of resilience, and to consider enhancing resilience together as a way to improve teacher efficacy or school climate.

Teachers' Mental Health and Their Involvement in Educational Inclusion.

Teaching is one of the most stressful work contexts, psychologically affecting professionals. The objective of this study is to analyse the effect of the frustration of NPB basic psychological needs, resilience, emotional intelligence and inclusion from the perspective of teachers in the time of the COVID-19 pandemic. The study is carried out with 542 teachers of therapeutic pedagogy and special educational needs using the Psychological Need Thwarting Scale PNTS questionnaires as a research method, the Resilience Scale (RS-14), the Trait Meta Mood Scale 24 (TMMS-24), the Maslach Burnout Inventory, and the Index for Inclusion. The results revealed positive correlations, on the one hand, between the factors of frustration among themselves and with burnout and, on the other hand, the positive correlation between emotional intelligence, resilience and the inclusion index. In conclusion, the resilience of teachers plays a protective role in the inclusion of students with SEN in the face of emotional exhaustion and the frustration of psychological needs.

Resilience and Social Emotional Health of Teachers in Slovakia, Latvia, Lithuania in Pandemic Times

Resilience and Social Emotional Health of Teachers in Slovakia, Latvia, Lithuania in Pandemic Times

Trauma, Burnout, and Resilience of Syrian Primary Teachers Working in a War Zone

ABSTRACT This study employed a mixed methodology to explore the relationship between trauma, burnout, and resilience of primary teachers working and living in Syria. Quantitative results suggested there were no significant differences between teachers’ age, training, or education level and trauma and resilience. However, teacher training was found to be significantly related to emotional exhaustion. Furthermore, trauma and personal accomplishment was significantly related to resilience. An important finding in this study was that teachers with higher resilience levels appeared more likely to cope with war trauma. The findings of current research suggest that teacher resilience can be conceptualized by adapting the bioecological model of human development, since the supporting systems around teachers have a crucial impact on their psychological well-being and resilience. Sense of personal accomplishment appeared to play a major role in the resilience levels of teachers. Likewise, trauma and burnout were lower among teachers with higher levels of resilience. This study adds to previous research that faith and spirituality during adversity may be important factors in teacher resilience. Teacher training programs are also necessary to prepare teachers to increase their resilience through practice-based learning and professional development, not only in content areas but also in self-care.

Fostering and sustaining teacher resilience through integration of Eastern and Western mindfulness

During the COVID-19 pandemic, school closures have brought significant disruptions to education throughout the world. This pandemic has affected the mental state of teachers from having to adapt to provide online classes. Teacher resilience refers to the capacity of teachers to survive and thrive in extremely adverse circumstances and sustain their educational purposes. This study attempts to empirically examine the effect of mindfulness on teacher resilience through integrating characteristics of Eastern and Western mindfulness. A concurrent triangulation mixed methodology was applied in this study. In the quantitative part, the cross-sectional questionnaires were completed by 330 teachers who were working in five universities in Thailand and had faced the crisis of COVID-19. The Mindfulness Awareness Attention Scale (MAAS) was employed to quantify mindfulness in Eastern perspective, and the Langer Mindfulness Scale (LMS14) was employed to quantify mindfulness in Western perspective. The Employee Resilience (EmpRes) was used to measure teacher resilience. The estimated structural equation model (SEM) provides strong and convincing support that Western mindfulness positively affects teacher resilience. Novelty seeking and novelty producing which are core factors of Western mindfulness mediate the relationship between mindfulness in Eastern perspective and teacher resilience. Where the survey data were collected, we conducted focus group interviews with five university teachers and executives who had experienced the crisis to understand this relationship in qualitative methodology simultaneously. The findings give additional support to the argument of how mindfulness plays an important role in enhancing teacher resilience. Discussion and practical implications are also included.

THIS IS US: Latent Profile Analysis of Canadian Teachers’ Burnout during the COVID-19 Pandemic

During the initial wave of the COVID-19 pandemic, 1,930 Canadian teachers were surveyed about their burnout and resilience levels, as well as their job demands and resources. Latent profile analysis revealed that teachers were responding to their experiences in five distinct patterns, or profiles, of burnout or resilience. Survey data were then used to match each profile group with their salient demands and resources. A continuum model of recommendations is offered to support teacher resilience as they navigate and recover from the pandemic.

STUDENTS’ PERCEPTION OF SELF-AUTONOMY, MOTIVATION AND EFFECTIVE LEARNING IN THE ONLINE ENVIRONMENT

The onset of the Covid-19 pandemic changed the global society and generated mutations in all areas of activity, strongly impacting the education system as well. The solutions for the continuation of the educational process-imposed adaptations, changes, rethinking and restructuring of the way in which the instructive-educational approach was carried out until then. The traditional school imported methods, techniques, tools, resources and moved to the virtual space, on educational platforms. In this new context, the resilience, flexibility and creativity of teachers have proven to be fundamental skills for maintaining a satisfactory quality standard, conditioned, however, in many situations by teacher-independent factors: internet connection, appropriate devices or even students’ motivation for learning. Education continued, but the differences between the social categories of students deepened. In the online environment the teacher’s authority is lower, the efficiency of some methods is lost, communication is altered by contextual, environmental factors, students’ interest and motivation are difficult to maintain. Specialists in the educational field state that human interaction in the online environment is artificial, not authentic and does not have the same formative valences as in the physical space of the classroom. After two and a half years of pandemic, in which education took place in the online environment, alternating with periods when teachers and students returned to class, there are both obstacles and opportunities to integrate modern technology in the educational process. The pandemic has shown that today’s school needs to change, to be open to the outside world and to take on viable models and paradigms that meet the current and complex needs of students. In higher education, a number of advantages of online learning can be highlighted, as students generally have independently developed study skills, autonomy and the ability to organize their own training and development process.This investigative research aims to identify the students’ perception regarding the efficiency of teaching activities in the online environment, how their autonomy and motivation for learning has contributed to a quality educational process, despite the obstacles encountered, and to identify useful landmarks for teachers in achieving an education that integrates the online component effectively. The sample of the study included 83 higher education students from Valahia University of Targoviste, Romania.