The purpose of this study was to explore teachers’ resilience against stress. To achieve this, the study has focused on two major areas which are to examine the effectiveness resilient ways which teachers use to combat against stress as well as the impacts of not applying them. A review of different journals articles and books were applied as a methodological approach for data collection, which enabled the reviewer to have more information about the study concern. This review study answered two basic questions which are: (1) what are the effective resilient ways applied by teachers to deal with stress within the teaching profession? And (2) what are the possible impacts for teachers and teaching profession if these effective resilient ways are not applied to deal with stress?. Results have justified that, most teachers have been applying different effective ways such as teachers’ co-operation, social interaction, protective strategies and professional development which enable them to resilient against stress for the teaching profession. The study also shows poor performances, job dissatisfaction, lead to accidents and absenteeism of teachers not applying these effective resilient ways against stress.
Stress has been counted as a major problem for many teachers; something led some of them to have ineffective job performance within teaching profession. This study designed to examine the association between socio-demographic factors and the six protective factors that foster resilience among Tanzania primary schools teachers. And it was guided by a research question which stated that how have socio-demographic factors associated with six protective factors that foster resilience among Tanzania primary schools teachers? A total numbers of participants who filled and completed questionnaires were six hundred sixty two. The questionnaire had 36 items measuring six protective factors strongly associated with resiliency within teachers. And it was a Likert Scale ranged from strongly agree to strongly disagree. The six protective factors are such as purpose & expectations (PE), nurture & support (NS), positive connections (PC), meaningful participation (MP), life guiding skills (LGS), and clear & consistent boundaries (CCB). Confirmatory Factor Analysis (CFA) was applied since we wanted to confirm the usability of scale items to Tanzania primary schools teachers. Basic descriptive statistics such as frequency, percent mean and standard deviation were calculated and used to describe the sample and the characteristics of the respondents. And since resilience of every domain was continuous variables multiple linear regression analysis was performed to determine association of resilience of every domain. The results of this study show that to a large extent these six protective factors have a great contribution in promoting resilience to primary schools teachers in Tanzania. The factors have been different in developing the level of resilience for the respective teachers according to the environment in which the teachers work in, something leads to different responses for each socio-demographic factors used in this study.
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