"Resilient Primary School Teachers in Pandemic Times and their Self-Assessment on the Quality of Online Teaching Activity. A Retrospective Analysis"

Abstract

Through this study we aimed to explore how primary school teachers were able to adapt their teaching practices in the online context during the COVID-19 pandemic and which were the protective factors that contributed to the development of resilience. We focused on their self-assessment of online teaching quality and investigated its correlation with their level of resilience. In measuring the resilience levels of primary school teachers we have taken into account risk and protective factors. Thus, we observed that social and family support had the greatest influence on the formation of resilient attitudes among teachers. The majority of the teachers that participated in this study scored a high and very high level of resilience. We obtained a positive correlation between the chosen variables: primary school teachers' level of resilience and their self-assessment on the quality of their own online teaching during the quarantine caused by the COVID-19 pandemic.

Identifying Learning Barriers and Their Impact on the Resilient Educational Climate

“…By resilience, in a broad sense, we refer to an individual's ability to overcome risky situations, difficulties or unpleasant experiences and to thrive regardless, using inner strengths and/or supported by significant persons called resilience mentors (Bocoș et al, 2019;Greitens, 2020;Ionescu, 2013;Levine, 2022). Due to the multitude of definitions for this concept and the multiple domains of applicability, we have identified three complementary explanatory models of resilience: resilience as a personality trait that manifests in the presence of risk, resilience as a process of adaptation and overcoming adversity, and resilience as an outcome of the adaptive process of overcoming an obstacle (Verdeș & Baciu, 2022). Therefore, we cannot talk about resilience in the absence of risk factors, or adversity.…”