Which difficulties and resources do vocational teachers perceive? An exploratory study setting the stage for investigating teachers’ resilience in Switzerland

Abstract

Based on an ecological view of teacher resilience, the paper investigates perceived difficulties and resources among vocational education and training (VET) teachers as a first step for investigating teachers' resilience. Given the substantial shortage of theoretical and empirical studies on this population, more research on resilience among VET teachers is necessary and relevant. In this exploratory qualitative study, interviews with VET teachers in Switzerland (n = 37) sought to identify the specific challenges faced by teachers, the resources to be addressed. As well as confirming the different critical challenges and protective factors emerging from the literature review, the results identify difficulties and resources specific to VET teachers in Switzerland. In terms of critical challenges at a macro-contextual level, teachers' low social recognition is emphasised. Moreover, exposure to curricular reforms generates stress and pressure related to the required standardisation of content and subject changes. At a micro-system level, we detected teachers' frustration in relation to students' low vocational motivation and maturity and specific emerging instructional challenges in vocational subject teaching. In terms of resources, teachers perceived the possibility of diversifying their professional role by alternating school and extracurricular activities as a supportive factor. The results provide a basis for more extensive quantitative study investigating relationship among adversities and resources and resilient strategies.

Between Adaptation and Resistance: A Study on Resilience Competencies, Stress, and Well-Being in German VET Teachers

“…However, since individuals are embedded in specific contexts and exposed to specific environments, further studies would need to include additional contextual resources. Such contextual resources in vocational schools include, for instance, intra-scholastic support services, a supportive school leadership, and a collaborative school climate (Boldrini et al, 2019 ; Sappa et al, 2021 ). In that regard, Sappa et al ( 2021 ) stress the necessity of multi-level interventions .…”

“…Christ (2004), Rudow (2000), and Van Dick (1999) categorized potential stressors in the teaching profession and teacher education in general. Specific VET-related stress factors are described by Sappa and colleagues (Sappa et al, 2015(Sappa et al, , 2019Boldrini et al, 2019) and Kärner and colleagues (Kärner et al, 2016;Kärner and Höning, 2021). In that regard, stressors reported by VET teachers are, among other things, high workload and pressure to perform, disturbances of the regular workflow, time pressure and deadlines, social conflicts in the workplace, and additional administrative tasks (Kärner et al, 2016).…”

Métier, savoirs et élèves : l’étrange casse-tête des nouveaux enseignants de formation professionnelle au Québec1

“…L'entrée dans la profession enseignante en formation professionnelle est parsemée de défis, certains communs à tous les nouveaux enseignants, d'autres tout à fait particuliers (Boldrini, Sappa et Adrea, 2018). Ainsi, les étapes habituelles d'insertion en emploi sont franchies par les nouveaux enseignants, mais il s'y ajoute le fait que, lors de l'embauche, une large majorité des novices ne disposent encore d'aucune formation en pédagogie (Descheneaux, Monette et Tardif, 2012;Grosmann, 2011).…”

Professional Assessment and Development Induction Program: An Application of the BRiTE Project to the Spanish Context

“…Ungar (2012) defines resilience as "a set of behaviours over time that reflect the interactions between individuals and their environments, in particular the opportunities for personal growth that are available and accessible" (p. 14). Moreover, Boldrini et al (2018) state that resilience refers to positive and functional adaptation and that the main indicators are a sense of positive engagement with the profession and a sense of perceived effectiveness. Day and Gu (2014) oppose limiting resilience to just bouncing back from adverse and challenging circumstances and emphasize the importance of developing strategies to sustain teacher commitment and effectiveness in their daily activities.…”