A Mixed-Methods Study on Senior High School EFL Teacher Resilience in China

Abstract

While teacher resilience has gained significant attention in recent years, empirical exploration of this issue is still insufficient, particularly with regard to English as a foreign language (EFL) teacher resilience in China. In this context, this study employed a mixed-methods design to investigate Chinese EFL teacher resilience. Specifically, the Connor-Davidson Resilience Scale (CD-RISC)-EFL Teacher Survey was distributed to 330 Chinese senior high school EFL teachers. Five volunteers in the survey sample participated in semi-structured interviews. The results revealed that resilience in Chinese senior high school EFL teachers was at a moderate to high level, and there was no significant difference in teacher resilience in relation to gender and years of teaching experience, but a small significant difference with teachers’ educational background. Possible reasons for interpreting EFL teacher resilience were provided from personal and contextual perspectives. Finally, the implications of these findings were discussed for developing teacher resilience.

Impact of the online Stoodle software program on Iranian EFL teachers’ autonomy, creativity, and work engagement

“…The theoretical background of this study is rooted in the dynamic field of English as a Foreign Language (EFL) teaching, which has been significantly influenced by advancements in technology. In recent years, technological innovations have reshaped the roles of EFL teachers, necessitating a fundamental shift in their skill sets and teaching practices (Chu & Liu, 2022). This transformation underscores the growing importance of technological knowledge and expertise among EFL instructors.…”

“…With technological advancement and its application in the EFL context, a big change in the roles of EFL teachers has been observed (Chu & Liu, 2022). This change has made technological knowledge for EFL instructors a necessity.…”

“…This study is underpinned by the evolving landscape of English as a Foreign Language (EFL) teaching, where the integration of technology has become imperative, driven by technological advancements in recent years (Chu & Liu, 2022). Notably, technological knowledge has emerged as a critical assessment criterion in EFL teaching practices (Canh, 2014), and teacher empowerment in EFL education is intricately linked with the effective utilization of technology (Çimen, 2022).…”

On the Role of Academic Buoyancy and Self-Efficacy in Predicting Teachers’ Work Engagement: A Case of Chinese English as a Foreign Language Teachers

“…Changes in teaching English to EFL students include (a) a shift from a purely linguistic perspective to an additional emphasis on psycho-emotional factors (Derakhshan, 2022b; Mercer & MacIntyre, 2014; Solhi et al, 2023; Wang, 2023; Wang et al, 2021; Xie & Derakhshan, 2021; Zare et al, 2023); (b) new economic concerns raised for L2 teaching and market logic; (c) increased freedom of educational choice for parents and students (Wong et al, 2020); (d) technological advances and globalization; and (e) high-stakes testing pressures. Additionally, heavy workloads, institutional pressures, low salaries, student misconduct, and inadequate support of educational managers have placed much more pressure on EFL teachers (Chu & Liu, 2022; Liu et al, 2022). These adversities and imposed pressures have made L2 teaching a demanding and challenging task by requiring that teachers assume responsibilities beyond the pedagogy (Fan & Wang, 2022; Liu et al, 2022; Wong et al, 2020; Wu et al, 2023).…”

Psychometric Properties of the SV-RES60 Resilience Scale in a Sample of Chilean Elementary School Teachers

“…Teachers’ resilience is a relevant construct that has attracted researchers’ interest due to its importance for teachers, students, and schools [ 1 , 12 , 46 ]; however, the empirical exploration regarding resilience is still considered to be insufficient [ 59 ]. In this sense, individual factors and, to a greater extent, contextual factors, can be subjected to interventions through the use of school programs relevant to fostering safe and collaborative environments beneficial to all members of the school community [ 60 ].…”