Teachers’ response to a challenge to change: A portrait of teacher resilience to a professional development program

Tamah, Siti Mina; Wirjawan, Johannes V.D.

doi:10.1177/17577438211052647

Cited by 3 publications

(3 citation statements)

References 27 publications

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“…As the role of teachers undergoes a transformation from traditional instruction to facilitation, there is an increasing expectation for educators to get involved in TPD. Confronted with this challenge, some teachers show resistance in this respect (Tamah & Wirjawan, 2022). Previous studies have revealed that teachers' difficulties in sustaining their commitment arise from intrapersonal, interpersonal, and system-related factors (Mansfield et al, 2016;Wang et al, 2022).…”

Section: Beginning Language Teachers' Perceived Difficultiesmentioning

confidence: 99%

“…This can be achieved through cultivating balance in various aspects of a teacher's career. Teacher resilience stands out as a construct contributing to maintaining this balance (Hiver, 2018;Wang et al, 2021) and helps teachers actively engage in TPD programmes (Tamah & Wirjawan, 2022). According to Mansfield et al (2016), teacher resilience is a dynamic process involving the interaction of personal and environmental resources, aiding teachers in recovering from adversities and challenges in their classrooms.…”

Section: Language Teachers' Resiliencementioning

confidence: 99%

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The interplay of teacher resilience and professional development: The case of two beginning EFL teachers in South Korea

KIM,

KIM

2024

PortaLin

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This qualitative study explores teacher resilience among two Korean EFL teachers during teacher professional development. Although the positive psychology movement has drawn attention to teacher resilience in education, its importance remains undervalued in English language teaching. This research investigates the challenges that one male and one female beginning teachers in their twenties face in maintaining resilience, including those that arise from intrapersonal, interpersonal, and environmental factors. Intrapersonal factors hinder teachers’ ability to bounce back from adversity, while inadequate teaching skills and the burden of emotional labour negatively impact in-service teachers’ resilience. Interpersonal challenges involve interactions with students, parents, and colleagues, and environmental factors relate to the rigid national curriculum and assessment plans. However, this study found that positive self-reflection and support from students, colleagues, and the teaching community can help teachers withstand adversity. This study suggests that to promote resilience, pre- and in-service programmes should offer effective classroom management skills and coping strategies to manage emotional labour and support teachers’ professional growth.

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Section: Beginning Language Teachers' Perceived Difficultiesmentioning

confidence: 99%

Section: Language Teachers' Resiliencementioning

confidence: 99%

The interplay of teacher resilience and professional development: The case of two beginning EFL teachers in South Korea

KIM,

KIM

2024

PortaLin

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“…The limitations of this study are indicated by the absence of information related to the teaching experience of kindergarten teachers. Participants' teaching experience can affect the level of teacher resilience in making decisions to change (Tamah & Wirjawan, 2021).…”

Section: Conclusion and Suggestionsmentioning

confidence: 99%

Readiness of Early Childhood Education Teachers to Attend Training Through Distance Learning

Dewi

2021

mgs

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Research related to distance learning for students has been widely carried out, contrary to research related to teachers. The lack of opportunities and facilities for early childhood education teachers to develop their competencies is the background for the theme of this research. This article will be focused on explaining the readiness of Early Childhood Education teachers to face training conducted through distance learning. This research was conducted through a survey method by sending questionnaires to 409 participants. Participants are teachers or assistants from SPS, Playgroups and Kindergartens. The results of this study indicate that most of the participants are interested in participating in distance learning. This shows the high motivation of the participants to improve competence through distance learning. Various obstacles that may be faced cause participants to have difficulty accessing distance learning.

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Exploring bilingual EFL teacher resilience in the Iranian non-profit and state schools: a mixed-methods study

Rezazadeh,

Janebi Enayat,

Poorebrahim

2023

Asian. J. Second. Foreign. Lang. Educ.

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The present mixed-methods study investigated the factors that build Iranian bilingual Azeri-Persian English as a foreign language teacher resilience (TR) in non-profit and state schools. To do so, 205 male and female teachers selected through snowball sampling from several schools in different regions of Iran participated in this study. In the quantitative phase, the Connor and Davidson resilience scale (CD-RISC) was utilized to measure TR. First, the factor structure of the scale was ensured through testing confirmatory factor analysis (CFA). Results indicated that all the five factors of TR tested by the CD-RISC were evident among all the respondents, and there were no significant differences between the factors building TR in state and non-profit schools. For the qualitative phase, 26 male and female teachers selected through purposive sampling participated in semi-structured interviews which were thematically analyzed through MAXQDA software. The findings revealed that while state school teachers perceived satisfactory curriculum and policies and consulting with colleagues as the building factors for TR, non-profit school teachers highlighted teacher training courses, teacher-student rapport, and students’ progress as the important factors. The pedagogical implications of this study for teacher education are explained.

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Teachers’ response to a challenge to change: A portrait of teacher resilience to a professional development program

Cited by 3 publications

References 27 publications

The interplay of teacher resilience and professional development: The case of two beginning EFL teachers in South Korea

The interplay of teacher resilience and professional development: The case of two beginning EFL teachers in South Korea

Readiness of Early Childhood Education Teachers to Attend Training Through Distance Learning

Exploring bilingual EFL teacher resilience in the Iranian non-profit and state schools: a mixed-methods study

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