Risk and protective factors and coping strategies for building resilience in Greek general and special education teachers
Journal of School and Educational Psychology,
Vol. 3 No. 2 (2023),
2 October 2023
,
Page 66-83
https://doi.org/10.47602/josep.v3i2.48
Abstract
Resilience is influenced by personal and environmental risk and protective factors that are unique in each context. The constant socio-cultural changes affect the educational context and may lead to new factors associated with teachers’ resilience. To this end, the present study aimed to examine the risk and protective factors of resilience in Greek general and special education teachers and how they are incorporated into the strategies they use to face adversities in their workplace. Qualitative data were collected from 15 general education and 11 special education teachers. Content Analysis was used to analyse the data. Results indicated that new risk factors have emerged, however, there were only minor differences in the prioritization of risk and protective resilience factors between general and special education teachers. The study also provided insights into the strategies used by teachers to deal with their working challenges and enhance their resilience.
- Protective factors
- teachers
- Risk factors
- Resilience strategies,
How to Cite
References
Ainsworth, S., & Oldfield, J. (2019). Quantifying teacher resilience: Context matters. Teaching and Teacher Education, 82, 117-128. https://doi.org/10.1016/j.tate.2019.03.012
Anastasiou, S., & Papagianni, A. (2020). Parents’, teachers’ and principals’ views on parental involvement in secondary education schools in Greece. Education Sciences, 10(3), 69. https://doi.org/10.3390/educsci10030069
Antoniou, A. S., Efthymiou, V., Polychroni, F., & Kofa, O. (2023). Occupational stress in mainstream and special needs primary school teachers and its relationship with self-efficacy. Educational Studies, 49(1), 200-217. https://doi.org/10.1080/03055698.2020.1837080
Antoniou, A. S., Ploumpi, A., & Ntalla, M. (2013). Occupational stress and professional burnout in teachers of primary and secondary education: The role of coping strategies. Psychology, 4(3), 349-355. http://dx.doi.org/10.4236/psych.2013.43A051
Arslan, G., & Wong, P. (2023). Embracing life’s challenges: Developing a tool for assessing resilient mindset in second wave positive psychology. Journal of Happiness and Health. https://doi.org/10.47602/johah.v4i1.53
Belknap, B., & Taymans, J. (2015). Risk and resilience in beginning special education teachers. The Journal of Special Education Apprenticeship, 4(1), 1. Available at: https://scholarworks.lib.csusb.edu/josea/vol4/iss1/1
Beltman, S. (2020). Understanding and Examining Teacher Resilience from Multiple Perspectives. In: Mansfield, C.F. (eds) Cultivating Teacher Resilience. Springer, Singapore. https://doi.org/10.1007/978-981-15-5963-1_2
Beltman, S., & Poulton, E. (2019). “Take a step back”: Teacher strategies for managing heightened emotions. The Australian Educational Researcher, 46, 661-679. https://doi.org/10.1007/s13384-019-00339-x
Beltman, S., Mansfield, C. F., & Harris, A. (2016). Quietly sharing the load? The role of school psychologists in enabling teacher resilience. School Psychology International, 37(2), 172-188. https://doi.org/10.1177/0143034315615939
Benjamin, T. L., & Black, R. S. (2012). Resilience Theory: Risk and Protective Factors for Novice Special Education Teachers. Journal of the American Academy of Special Education Professionals, 5, 27.
Billingsley, B., & Bettini, E. (2019). Special education teacher attrition and retention: A review of the literature. Review of Educational Research, 89(5), 697-744. https://doi.org/10.3102/003465431986249
Botou, A., Mylonakou – Keke, I., Kalouri, O., & Tsergas, N. (2017). Primary Schools Teachers’ Resilience during the Economic Crisis in Greece, Psychology, 8(1), 131-159. https://doi.org/10.4236/psych.2017.81009
Bowles, T., & Arnup, J. L. (2016). Early career teachers’ resilience and positive adaptive change capabilities. The Australian Educational Researcher, 43(2), 147–164. https://doi.org/10.1007/s13384-015-0192-1 .
Buchanan, J., Prescott, A., Schuck, S., Aubusson, P., & Burke, P. (2013). Teacher retention and attrition: Views of early career teachers. Australian Journal of Teacher Education (Online), 38(3), 124-141.
Burke, J., & O’Brien, S. E. (2021). Heliotropic leadership: An examination of the role that psychological capital plays in enhancing teachers’ morale. Journal of School and Educational Psychology, 1(1), 17-25.
Castro, A., Kelly, J., & Shih, M. (2010). Resilience strategies for new teachers in high-needs areas. Teaching and Teacher Education, 26(3), 622–629. https://doi.org/10.1016/j.tate.2009.09.010
Chiong, C., Menzies, L., & Parameshwaran, M. (2017). Why do long‐serving teachers stay in the teaching profession? Analysing the motivations of teachers with 10 or more years’ experience in England. British Educational Research Journal, 43(6), 1083-1110. https://doi.org/10.1002/berj.3302
Chirico, F., Crescenzo, P., Nowrouzi-Kia, B., Tarchi, L., Batra, K., Ferrari, G., Yildirim, M., Romano, A., Nucera, G., Ripa, S., Sharma, M., Leiter, M. (2022). Prevalence and predictors of burnout syndrome among schoolteachers during the COVID-19 pandemic in Italy: a cross-sectional study. Journal of Health and Social Sciences, 7(2), 195–211. Doi: 10.19204/2022/PRVL6.
Conley, S., & You, S. (2017). Key influences on special education teachers’ intentions to leave: The effects of administrative support and teacher team efficacy in a mediational model. Educational Management Administration & Leadership, 45(3), 521-540. https://doi.org/10.1177/1741143215608859
Corbin, C. M., Alamos, P., Lowenstein, A. E., Downer, J. T., & Brown, J. L. (2019). The role of teacher-student relationships in predicting teachers’ personal accomplishment and emotional exhaustion. Journal of School Psychology, 77, 1-12. https://doi.org/10.1016/j.jsp.2019.10.001
Craig, C. J. (2017). Sustaining teachers: Attending to the best-loved self in teacher education and beyond. Quality of Teacher Education and Learning: Theory and Practice, 23(8) 193-205. https://doi.org/10.1080/13540602.2017.1360860
Cui, L. (2022). The Role of Teacher–Student Relationships in Predicting Teachers’ Occupational Wellbeing, Emotional Exhaustion, and Enthusiasm. Frontiers in Psychology, 13, 896813. https://doi.org/10.3389/fpsyg.2022.896813
Daniilidou, A. & Platsidou, M. (2018). Teachers’ resilience scale: an integrated instrument for assessing protective factors of teachers' resilience. Hellenic Journal of Psychology, 15, 15-39.
Daniilidou, A. (2018). Examining resilience of Greek teachers of general and special education: Protective and risk factors and resilience strategies in Greece during the economic crisis, [Doctoral Dissertation, University of Macedonia, Greece]. National Archive of PhD Thesis, ND: 44937. Retrieved from https://www.didaktorika.gr/eadd/handle/10442/44937?locale=en
Daniilidou, A., & Platsidou, M. (2022). Development and testing of a scale for assessing the protective factors of teachers’ resilience. Psychology: The Journal of the Hellenic Psychological Society, 27(3), 1–25. https://doi.org/10.12681/psy_hps.27034
Daniilidou, A., Platsidou, M., & Gonida, E. (2020). Primary school teachers’ resilience: association with teacher self-efficacy, burnout and stress. Electronic Journal of Research in Educational Psychology, 18(3), 549- 582. https://doi.org/10.25115/ejrep.v18i52.3487
Đurišić, M., & Bunijevac, M. (2017). Parental involvement as a important factor for successful education. Center for Educational Policy Studies Journal, 7(3), 137-153. https://doi.org/10.26529/cepsj.291
Fan, L., Ma, F., Liu, Y. M., Liu, T., Guo, L., & Wang, L. N. (2021). Risk factors and resilience strategies: Voices from Chinese novice foreign language teachers. Frontiers in Education, 5, 565722). https://doi.org/10.3389/feduc.2020.565722
Flores, M. A. (2018). Teacher resilience in adverse contexts: Issues of professionalism and professional identity. In M. Wosnitza, F. Peixoto, S. Beltman, & C. F. Mansfield (Eds.), Resilience in education: Concepts, contexts and connections (pp. 167–184). Springer International.
Flores-Buils, R., Caballer-Miedes, A., & Mateu-Pérez, R. (2022). Resilience in Teachers: Validation of the Spanish Version of the CD-RISC10© Scale in Early Childhood, Primary and Special Education Teachers. International Journal of Environmental Research and Public Health, 19(17), 11020. https://doi.org/10.3390/ijerph191711020
Flower, A., McKenna, J. W., & Haring, C. D. (2017). Behavior and classroom management: Are teacher preparation programs really preparing our teachers? Preventing School Failure: Alternative Education for Children and Youth, 61(2), 163-169. https://doi.org/10.1080/1045988X.2016.1231109
Galdas, P. (2017). Revisiting bias in qualitative research: Reflections on its relationship with funding and impact. International Journal of Qualitative Methods, 16(1), 1609406917748992. https://doi.org/10.1177/1609406917748992
Glaveli, N., Manolitzas, P. and Grigoroudis, E. (2022), "Substitute vs permanent teacher job satisfaction: applying MUSA to delineate differences and highlight evidence-based guidelines for decision makers", Kybernetes, Vol. ahead-of-print No. ahead-of-print. https://doi.org/10.1108/K-08-2022-1076
Grace, M., & Gerdes, A. C. (2019). Parent-teacher relationships and parental involvement in education in Latino families. Contemporary School Psychology, 23, 444-454. https://doi.org/10.1007/s40688-018-00218-9
Green, Z. A. (2022). Generalized Self-Efficacy Shields on the Negative Effect of Academic Anxiety on Academic Self-Efficacy During COVID-19 Over Time: A Mixed-Method Study. Journal of School and Educational Psychology, 2(1), 44–59. https://doi.org/10.47602/josep.v2i1.17
Gu, Q. (2018). (Re)conceptualising teacher resilience: A social-ecological approach to understanding teachers’ professional worlds. In M. Wosnitza, F. Peixoto, S. Beltman, & C. Mansfield (Eds.), Resilience in education - Concepts, contexts and connections (pp. 13–33). Springer. https://doi.org/10.1007/978-3-319-76690-4_2
Gu, Q. (2014). The role of relational resilience in teachers’ career-long commitment and effectiveness. Teachers and Teaching, 20(5), 502-529. https://doi.org/10.1080/13540602.2014.937961
Gul, R., Tahir, T., & Ishfaq, U. (2021). Teaching as a profession, exploring the motivational factors, and the motives to stay in the field of teaching. Ilkogretim Online Elementary Education Online, 19(4), 4560–4565. https://doi.org/10.17051/ilkonline.2020.04.764861
Hatzichristou, C., Lianos, P., & Lampropoulou, A. (2017). Cultural construction of promoting resilience and positive school climate during economic crisis in Greek schools. International Journal of School & Educational Psychology, 5(3), 192-206. https://doi.org/10.1080/21683603.2016.1276816
Kepalaitė, A. (2013). Peculiarities of teachers’ coping strategies. Social Welfare: Interdisciplinary Approach, 3(2), 52-60. https://doi.org/10.15388/SW.2013.28271
Kidger, J., Brockman, R., Tilling, K., Campbell, R., Ford, T., Araya, R., ... & Gunnell, D. (2016). Teachers' wellbeing and depressive symptoms, and associated risk factors: A large cross-sectional study in English secondary schools. Journal of affective disorders, 192, 76-82. https://doi.org/10.1016/j.jad.2015.11.054
Konstantopoulou, G., Dimitra, V., Papakala, I., Styliani, R., Vasiliki, T., Ioakeimidi, M., ... & Iliou, T. (2022). The mental resilience of employees in special education during the pandemic Covid-19. Advances in Mobile Learning Educational Research, 2(1), 246-250. https://doi.org/10.25082/AMLER.2022.01.008
Kourkoutas, H., Makri-Botsari, Ε., Hart, A., Kassis, W., & Stavrou, P. (2019). Counseling Teachers to Enhance Resilience and to Manage Behavioral Problems at School: Data from an Intervention Program. Psychology: The Journal of the Hellenic Psychological Society, 24(1), 9–31. https://doi.org/10.12681/psy_hps.22428
Kumpfer, K. L. (1999). Factors and processes contributing to resilience: The resilience framework. In M. D. Glantz & J. L. Johnson (Eds), Resilience and development: Positive life adaptations (pp. 179-224). New York: Academic/Plenum.
Kumpfer, K. L., & Summerhays, J. F. (2006). Prevention approaches to enhance resilience among high-risk youth. Annals of the New York Academy of Sciences. 1094, 151–163. https://doi.org/10.1196/annals.1376.014
Langher, V., Caputo, A., & Ricci, M. E. (2017). The potential role of perceived support for reduction of special education teachers’ burnout. International Journal of Educational Psychology, 6(2), 120-147. https://doi.org/10.17583/ijep.2017.2126
Le Cornu, R. (2013). Building early career teacher resilience: The role of relationships. Australian Journal of Teacher Education, 38(4), 1–16. https://doi.org/10.14221/ajte.2013v38n4.4
Lipman, P. (2013). The new political economy of urban education: Neoliberalism, race, and the right to the city. Routledge.
Louws, M. L., Meirink, J. A., van Veen, K., & van Driel, J. H. (2017). Exploring the relation between teachers’ perceptions of workplace conditions and their professional learning goals. Professional Development in Education, 43(5), 770-788. https://doi.org/10.1080/19415257.2016.1251486
Mafukata, A., & Mudau, A. (2016). Exploring Teacher mass resignation and early retirement from public schools. Dirasat: Human and Social Sciences, 43. 2244-2255. Retrieved from https://archives.ju.edu.jo/index.php/hum/article/view/9484
Mansfield, C. F., & Wosnitza, M. (2015). Teacher Resilience Questionnaire—Version 1.5. Murdoch University.
Mansfield, C. F., Beltman, S., Price, A., & McConney, A. (2012). “Don’t sweat the small stuff:” Understanding teacher resilience at the chalkface. Teaching and Teacher Education, 28(3), 357–367. https://doi.org/10.1016/j.tate.2011.11.001
Mansfield, C. F., Beltman, S., Broadley, T., & Weatherby-Fell, N. (2016a). Building resilience in teacher education: an evidenced informed framework. Teaching and Teacher Education, 54, 77-87. http://dx.doi.org/10.1016/j.tate.2015.11.016
Matsopoulos, A. S., Griva, A. M., Psinas, P., & Monastirioti, I. (2018). Teacher evaluation in the era of globalization: Teachers' views on evaluation, quality, and resilience in the Greek educational system. Community Psychology in Global Perspective, 4(1), 1-19. 10.1285/i24212113v4i1p1
Nikolopoulou, K. (2021). Mobile devices in early childhood education: Teachers’ views on benefits and barriers. Education and information technologies, 26(3), 3279-3292. https://doi.org/10.1007/s10639-020-10400-3
Nikolopoulou, K., & Gialamas, V. (2016). Barriers to ICT use in high schools: Greek teachers’ perceptions. Journal of Computers in Education, 3, 59-75. https://doi.org/10.1007/s40692-015-0052-z
Nuri, C., & Tezer, M. (2018). The relationship between burn-out and psychological resiliency levels of special education teachers in a developing economy. Quality & Quantity, 52(Suppl 2), 1305-1317. https://doi.org/10.1007/s11135-018-0703-z
O'Neill, B., & Xiao, J. J. (2012). Financial behaviors before and after the financial crisis: Evidence from an online survey. Journal of Financial Counseling and Planning, 23(1). Available at SSRN: https://ssrn.com/abstract=2220894
Onuigbo, L. N., Eseadi, C., Ugwoke, S. C., Nwobi, A. U., Anyanwu, J. I., Okeke, F. C., ... & Eze, P. (2018). Effect of rational emotive behavior therapy on stress management and irrational beliefs of special education teachers in Nigerian elementary schools. Medicine, 97(37), e12191. https://doi.org/10.1097/MD.0000000000012191
Papatraianou, L. H., & Le Cornu, R. (2014). Problematising the role of personal and professional relationships in early career teacher resilience. Australian Journal of Teacher Education, 39(1), 100–116. http://dx.doi.org/10.14221/ajte.2014v39n1.7
Passini, S. (2015). Social Relations, the Financial Crisis and Human Development. In: C., Psaltis, A., Gillespie, & A. N., Perret-Clermont, (Eds) Social Relations in Human and Societal Development (pp. 194–214). Palgrave Macmillan, London. https://doi.org/10.1057/9781137400994_11
Patterson, J. H., Collins, L., & Abbott, G. (2004). A study of teacher resilience in urban schools. Journal of Instructional Psychology, 31(1). 3-11.
Peixoto, F., Wosnitza, M., Pipa, J., Morgan, M., & Cefai, C. (2018). A multidimensional view on pre-service teacher resilience in Germany, Ireland, Malta and Portugal. In M. Wosnitza, F. Peixoto, S. Beltman, & C. Mansfield (Eds.), Resilience in education - Concepts, contexts and connections (pp. 73–89). Springer. https://doi.org/10.1177/073428291983685
Platsidou, M., & Agaliotis, I. (2008). Burnout, job satisfaction and instructional assignment‐related sources of stress in Greek special education teachers. International Journal of Disability, Development and Education, 55(1), 61-76. https://doi.org/10.1080/10349120701654613
Salkind, N. J. (Ed.). (2010). Encyclopedia of research design. SAGE Publications, Inc. https://doi.org/10.4135/9781412961288
Santiago, R. T., Garbacz, S. A., Beattie, T., & Moore, C. L. (2016). Parent‐teacher relationships in elementary school: An examination of parent‐teacher trust. Psychology in the Schools, 53(10), 1003-1017. https://doi.org/10.1002/pits.21971
Schussler, D. L., Greenberg, M., DeWeese, A., Rasheed, D., DeMauro, A., Jennings, P. A., & Brown, J. (2018). Stress and release: Case studies of teacher resilience following a mindfulness-based intervention. American Journal of Education, 125(1), 1-28. https://doi.org/10.1086/699808
Schwarze, J., Wosnitza, M. (2018). How Does Apprentice Resilience Work?. In: Wosnitza, M., Peixoto, F., Beltman, S., Mansfield, C.F. (eds) Resilience in Education (pp. 35–51). Springer, Cham. https://doi.org/10.1007/978-3-319-76690-4_3
Stagia D., & Iordanides G. (2014). The professional stress and burnout of teachers in the era of the economic crisis. Scientific Yearbook of the Department of Kindergarten at the University of Ioannina, 7, 56–82. https://doi.org/10.12681/jret.855
Stahl, N. A., & King, J. R. (2020). Expanding approaches for research: Understanding and using trustworthiness in qualitative research. Journal of Developmental Education, 44(1), 26-28. http://www.jstor.org/stable/45381095
Skovholt, T. M., & Trotter-Mathison, M. (2014). The resilient practitioner: Burnout prevention and self-care strategies for counselors, therapists, teachers, and health professionals. New York: Routledge. https://doi.org/10.4324/9780203893326
Quinn, E. L., Stover, B., Otten, J. J., & Seixas, N. (2022). Early care and education workers’ experience and stress during the COVID-19 pandemic. International Journal of Environmental Research and Public Health, 19(5), 2670. https://doi.org/10.3390/ijerph19052670
Ungar, M. (2012). Social ecologies and their contribution to resilience. In M. Ungar (Ed.), The social ecology of resilience: A handbook of theory and practice (pp. 13–32). Springer. https://psycnet.apa.org/doi/10.1007/978-1-4614-0586-3_2
Vergeti, M., & Giouroglou, C. (2018). Education and financial crisis: The case of Greece. Open Journal for Sociological Studies, 2(1), 1-12. https://doi.org/10.32591/coas.ojss.0201.01001v
Wang, H., & Hall, N. C. (2021). Exploring relations between teacher emotions, coping strategies, and intentions to quit: A longitudinal analysis. Journal of School Psychology, 86, 64-77. https://doi.org/10.1016/j.jsp.2021.03.005
Waters, L., & Higgins, M. C. (2022). The impact of a teacher-based positive education intervention on student wellbeing literacy. Journal of School and Educational Psychology, 2(1), 22-43.
Wu, T. J., Wang, L. Y., Gao, J. Y., & Wei, A. P. (2020). Social support and well-being of Chinese special education teachers—An emotional labor perspective. International Journal of Environmental Research and Public Health, 17(18), 6884. https://doi.org/10.3390/ijerph17186884
Yıldırım, M., & Ashraf, F. (2023). Fear of COVID-19, Coronavirus Anxiety and COVID-19 Burnout in Pakistani Young Adults: Mediating Role of Resilience. Journal of Asian and African Studies, https://doi.org/10.1177/00219096231153161
Yildirim, M., & Aziz, I. A. (2023). Turkish validation of the Psy-Flex Scale and its association with resilience and social support. Environment and Social Psychology, 8(1), 1513. https://doi.org/10.18063/esp.v8.i1.1513
Zhang, M., Bai, Y., & Li, Z. (2020). Effect of resilience on the mental health of special education teachers: Moderating effect of teaching barriers. Psychology Research and Behavior Management, 537-544. https://doi.org/10.2147/PRBM.S257842
- Abstract Viewed: 660 times
- PDF Downloaded: 394 times