Primary School Teachers´Resilience: Association with Teacher Self-Efficacy, Burnout and Stress

2020

As the individual and psychological constructs of teachers have gained momentum recently, a growing number of empirical studies have been carried out to investigate the relationships among teacher-related variables. In order to further explore the associations between teacher variables in English as a Foreign Language (EFL) context, this research explored the significance of teachers’ sense of efficacy and their resilience in predicting teacher burnout among Iranian EFL teachers. To this end, a total number of 213 male and female practicing teachers filled out a battery of three measuring instruments for these constructs. Structural Equation Modeling was used to test the structural model of the constructs. The results demonstrated that teacher self-efficacy represented 20.1% of the burnout variance while teacher resilience explained 11.7% of the variance in teacher burnout. It was found that although either of the two variables had a unique contribution to burnout, teacher self-effi...

Social Psychology of Education, 2016

The role of a teacher is becoming increasingly complex, and it is more important than ever that teachers develop resilience to overcome stress and burnout. A conceptual framework to explain the ability of resilience to decrease role stress and burnout was developed and tested. Participants included 415 teachers (174 elementary, 241 secondary) who taught in three adjacent school districts in the Midwest of the United States. Data were collected through a cross-sectional survey that included measures of resilience, role stressors, and burnout. Structural equation modeling was used to test the conceptual framework, and invariance analysis examined the equivalence of relationships across elementary and secondary teacher groups. Results generally supported the conceptual framework, and commonly experienced pathways were found to be invariant across groups. This study emphasizes the importance of resilience in helping to reduce perceived teacher stress and feelings of burnout.

International Journal of Mental Health Promotion

It is increasingly common to find alarming news related to tragic events occurring in schools around the world. Being able to deal with these situations without getting hurt is a task not suitable for everyone. In general, teachers are the ones who must deal with this type of situation in addition to other daily problems that appear in any classroom that make the level of stress to which they are subjected can become dangerous. This research aims to know the current situation of teachers in a region of southeastern Spain in terms of their level of work stress, resilience, and other associated variables, for which an ex post facto quantitative approach study was designed. For this purpose, an ad hoc sociodemographic questionnaire, and questions based on the Teaching and Learning International Survey of the Organization for Economic CoOperation and Development, the Maslach Burnout Inventory, and the Brief Resilient Coping Scale were applied. The participating sample consisted of 470 teachers. The main findings were that 6% of teachers had burnout (high emotional exhaustion, high cynicism, and low professional effectiveness simultaneously). Resilience correlated inversely with stress, emotional exhaustion, cynicism, excessive teaching, and difficulty maintaining classroom discipline. In conclusion, knowing the needs of teachers allows us to reflect on what kind of prevention and intervention programs are necessary to improve the well-being of teachers and thus improve the quality of education.

International journal of academic research in business & social sciences, 2023

Teaching career is one of the professions that experiences high levels of mental pressure. This study aims to examine the teacher's burnout, the teacher's resilience, school culture, and the psychological well-being among school teachers in Malaysia. This study also investigates differences in gender, location of schools, and the marital status of teachers that influence the teacher's psychological wellbeing. Factors that contribute to the psychological well-being among school teachers in Malaysia are also examined. The research utilizes a quantitative method with a correlational framework encompassing a combined count of 320 teachers randomly chosen from various regions of Malaysia. The instruments used for this study include Ryff's Psychological Well-Being Scale, Teacher's burnout scale, Teacher Resilience Scale, and Positive School Culture Scale. The data were analyzed by using SPSS software, involving descriptive and inferential analysis. The findings indicate that resilience and school culture are related to the psychological well-being among teachers in Malaysia. However, only resilience is identified as a factor affecting the well-being of teachers in Malaysia. It is hoped that this study can serve as a guide for specific departments such as school administrators in planning and implementing intervention programs to enhance resilience and psychological well-being among teachers in Malaysia.

The role of a teacher is becoming increasingly complex, and it is more important than ever that teachers develop resilience to overcome stress and burnout. A conceptual framework to explain the ability of resilience to decrease role stress and burnout was developed and tested. Participants included 415 teachers (174 elementary, 241 secondary) who taught in three adjacent school districts in the Midwest of the United States. Data were collected through a cross-sectional survey that included measures of resilience, role stressors, and burnout. Structural equation modeling was used to test the conceptual framework, and invariance analysis examined the equivalence of relationships across elementary and secondary teacher groups. Results generally supported the conceptual framework, and commonly experienced pathways were found to be invariant across groups. This study emphasizes the importance of resilience in helping to reduce perceived teacher stress and feelings of burnout.

Aula Abierta, 2020

El profesorado es especialmente vulnerable a desarrollar burnout. La resiliencia es la capacidad de las personas para sobreponerse ante las dificultades de la vida. El objeto del estudio consistió en establecer relaciones entre las percepciones de burnout y resiliencia en el colectivo encuestado. Fue un estudio transversal, descriptivo y correlacional, que respondió a una muestra aleatoria simple de 1268 docentes en el año académico 2017/2018, a través de la participación voluntaria y anónima. Para la evaluación del burnout se empleó la adaptación al castellano del (MBI-GS) de Salanova, Schaufeli, Llorens, Peiró and Grau (2000). La resiliencia se midió mediante el Cuestionario de Evaluación de Resiliencia de Serrano-Martínez (2010). Se hallaron altos puntajes en la dimensión eficacia personal/profesional que sugieren una autoevaluación positiva del trabajo por parte del profesorado, y su influencia como factor protector contra la sensación de estar quemado, solo 2.40% con alto agota...

International Journal of Psychology and Educational Studies, 2018

This study is a descriptive research study investigating the relationship of teachers’ resilience levels with job satisfaction, burnout, organizational commitment and perception of organizational climate. Within the scope of the study, teachers’ resilience level was also investigated with regard to its relationship with gender, age, experience and the school level they teach. The study group consisted of 581 teachers. The data were collected through “Personal Information Form”, “The Resilience Scale for Adults”, “Job Satisfaction Scale”, “The Burnout Measure Short Version”, “Organizational Commitment Scale for Teachers” and “The Organizational Climate Description Questionnaire.” The results revealed a significant negative relationship between teachers’ resilience levels and burnout; and significant positive relationships between teachers’ resilience levels and organizational commitment, job satisfaction and perception of organizational climate. As a result of the one way ANOVA analy...

The aim of the present study was to create a reliable scale that assesses both the internal and the external protective factors that affect teachers' levels of resilience. Participants were 136 Greek secondary education teachers. The Connor-Davidson Resilience Scale (CD-Risc) and Resilience Scale for Adults (RSA) were used to collect the data. The results of the exploratory factor analysis indicated that none of the two measures could evaluate effectively the internal and the external protective factors of resilience. A new scale was then created, the Teachers' Resilience Scale (TRS) that combined the best fitting subscales of the CD-Risc and the RSA. The structure of TRS is supported by the relevant literature on resilience and has the advantage of assessing both the internal and the external protective factors of resilience in a brief yet comprehensive way.

Psychology and Education: A Multidisciplinary Journal, 2025

This study examines the coping strategies used by teachers at President Quirino National High School to address burnout during the 2023-2024 school year. Utilizing a quantitative, correlational design, the research explored the causes and coping mechanisms of burnout through a structured survey. Key factors such as workload, time pressure, and administrative support were analyzed, with results indicating a moderate level of burnout among teachers. Time pressure emerged as the most significant stressor, while problem-oriented coping strategies, emotional regulation, and physical self-care were the most commonly employed methods to mitigate burnout. Although a strong positive correlation was observed between coping mechanisms and burnout levels, the relationship was not statistically significant. The study highlights the importance of institutional support, targeted professional development, and systemic reforms to effectively reduce burnout and enhance teacher well-being.

International Journal of Environmental Research and Public Health

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...