Development and testing of a scale for assessing the protective factors of teachers' resilience

Manuscript (ελληνικά)
Published: Dec 30, 2022
DOI: https://doi.org/10.12681/psy_hps.27034
Keywords:
resilience teachers protective factors item response theory
Athena Daniilidou
University of Macedonia
https://orcid.org/0000-0002-4635-2146
Maria Platsidou
University of Macedonia
https://orcid.org/0000-0002-0421-8133
Abstract

Resilience is an important resource for teachers' quality of life and functional work. Yet, there are very few scales for measuring it addressed specifically to teachers; in fact, those existing do not include many of the important resilience protective factors. To fill this gap, based on relevant qualitative data collected earlier, this study aimed to design and evaluate a more comprehensive scale for measuring the personal and environmental protective factors of teachers' resilience. The sample consisted of 407 primary school teachers. The Multidimensional Teachers’ Resilience Scale (Mansfield & Wosnitza, 2015) and the Teachers’ Resilience Scale (Daniilidou & Platsidou, 2018) were used to test the convergent validity of the new scale. The Maslach Burnout Inventory (Maslach & Jackson, 1986) and the Teachers’ Sense of Efficacy Scale (Tschannen-Moran & Woolfolk Hoy, 2001) were used to assess the discriminant validity of the new scale. Through a series of factor analyses and item response analyses using a polytomous graded model, the final version of the Teachers’ Protective Factors of Resilience Scale (TPFRS) emerged. It includes 29 items which assess six protective factors of teachers’ resilience: Values ​​and beliefs, Emotional and behavioral competence, Physical well-being, In-school relationships, Out-of-school relationships and the Legislative framework. The good psychometric properties of the TPFRS as well as its distinctive and convergent validity showed that it can be safely used in future research on teachers' resilience.

Article Details
  • Section
  • RESEARCH PAPERS
Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

The journal PSYCHOLOGY adopts a Platinum open-access policy. Submission, processing or publication costs are waived by the Hellenic Psychological Society. Papers published in the journal PSYCHOLOGY are licensed under a 'Creative Commons Attribution-ShareAlike 4.0 International' licence. The authors reserve the copyright of their work and grant the journal the right of its first publication. Third-party licensees are allowed to use the published paper immediately after publication as they wish, provided they retain the defined by the license copyright formalities, regarding the reference to its author(s) and its initial publication in the journal PSYCHOLOGY. Moreover, any adjusted work should be shared under the same reuse rights, so with the same CC license.

Downloads
Download data is not yet available.
Author Biographies
Athena Daniilidou, University of Macedonia

Post doc researcher

School of Social Sciences, Humanities and Arts, Department of Educational & Social Policy

University of Macedonia

Maria Platsidou, University of Macedonia

Professor

University of Macedonia,  School of Social Sciences, Humanities and Arts, Department of Educational and Social Policy

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
Antoniou, A. S., Polychroni, F., & Vlachakis, A. N. (2006). Gender & age differences in occupational stress and professional burnout between primary and high-school teachers in Greece. Journal of Managerial Psychology, 21(7), 682-690. https://doi.org/10.1108/02683940610690213
Baker, F. B., & Kim, S. H. (2004). Item response theory: Parameter estimation techniques. CRC Press.
Black, K., & Lobo, M. (2008). A conceptual review of family resilience factors. Journal of Family Nursing, 14(1), 33-55. https://doi.org/10.1177/1074840707312237
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
Brouskeli, V., Kaltsi, V., & Loumakou, M. (2018). Resilience and occupational well-being of secondary education teachers in Greece. Issues in Educational Research, 28(1), 43-60.
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
Connor, M. K., & Davidson, R. T. J. (2003). Development of a new resilience scale: The Connor-Davidson Resilience Scale (CD-RISC). Depression and Anxiety, 18(2), 76-82. https://doi.org/10.1002/da.10113
Cook, C. R., Miller, F. G., Fiat, A., Renshaw, T., Frye, M., Joseph, G., & Decano, P. (2017). Promoting secondary teachers’ well‐being and intentions to implement evidence‐based practices: Randomized evaluation of the achiever resilience curriculum. Psychology in the Schools, 54(1), 13–28. https://doi.org/10.1002/pits.21980
Corkin, D. M., Ekmekci, A., & Parr, R. (2018). The effects of the school-work environment on mathematics teachers’ motivation for teaching: A self-determination theoretical perspective. Australian Journal of Teacher Education, 43(6), 50-66. http://dx.doi.org/10.14221/ajte.2018v43n6.4
Δανιηλίδου, A. (2018). Η διερεύνηση της ψυχικής ανθεκτικότητας των Ελλήνων εκπαιδευτικών πρωτοβάθμιας γενικής και ειδικής αγωγής: παράγοντες προστασίας και κινδύνου και στρατηγικές ενίσχυσης στην Ελλάδα της οικονομικής κρίσης. (Κωδ. 44937) [Διδακτορική διατριβή, Πανεπιστήμιο Μακεδονίας]. Eθνικό Αρχείο Διδακτορικών Διατριβών.
Daniilidou, A., & Platsidou, M. (2018). Teachers’ resilience scale: An inergrated instrument for assessing protective factors. Helenic Journal of Psychology, 15, 15-39.
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. http://dx.doi.org/10.25115/ejrep.v18i52.3487
Day, C. (2018). Professional identity matters: Agency, emotions and resilience. In P. Schutz, J. Hong, & F. D. Cross (Eds.), Research on teacher identity. Mapping challenges and innovations. (pp. 61-71). Springer. https://doi.org/10.1007/978-3-319-93836-3_6
Deal, T. E., & Peterson, K. D. (2009). Shaping school culture (2nd ed.). Jossey-Bass.
Djalante, R., & Thomalla, F. (2011). Community resilience to natural hazards and climate change: a review of definitions and operational frameworks. Asian Journal of Environment and Disaster Management, 3(3), 339-355. https://doi.org/10.3850/S1793924011000952
Ellis, J. L. (2004). Statistiek voor de psychologie. Boom.
Flores, M. A. (2006). Being a novice teacher in two different settings: Struggles, continuities, and discontinuities. Teachers College Record, 108(10), 2021–2052. https://doi.org/10.1111/j.1467-9620.2006.00773.x
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.
Gamoran, A. (2012). Improving teacher quality. In S. Kelly (Ed.), Assessing teacher quality: Understanding teacher effects on instruction and achievement (pp. 201–214). Teachers College Press.
Griffiths, A. (2014). Promoting resilience in schools: A view from occupational health psychology. Teachers and Teaching, 20(5), 655-666. https://doi.org/10.1080/13540602.2014.937954
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.
Gu, Q., & Day, C. (2007). Teachers resilience: A necessary condition for effectiveness. Teaching and Teacher Education, 23(8), 1302–1316. https://doi.org/10.1016/j.tate.2006.06.006
Gu, Q., & Day, C. (2013). Challenges to teacher resilience: Conditions count. British Educational Research Journal, 39(1), 22–44. https://doi.org/10.1080/01411926.2011.623152
Gu, Q., & Johansson, O. (2013). Sustaining school performance: School contexts matter. International Journal of Leadership in Education, 16(3), 301–326. https://doi.org/10.1080/13603124.2012.732242
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
Hjemdal, O., Friborg, O., Stiles, T. C., Martinussen, M., & Rosenvinge, J. H. (2006). A new scale for adolescent resilience: Grasping the central protective resources behind healthy development. Measurement and Evaluation in Counseling and Development, 39(2), 84-96.
Hong, J. Y. (2012). Why do some beginning teachers leave the school, and others stay? Under-standing teacher resilience through psychological lenses. Teachers and Teaching, 18(4), 417-440. https://doi.org/10.1080/13540602.2012.696044
Huang, H., Liu, Y., & Su, Y. (2020). What is the relationship between empathy and mental health in preschool teachers: The role of teaching experience. Frontiers in Psychology, 11, 1366. https://doi.org/10.3389/fpsyg.2020.01366
Jordan, J. (2012). Relational resilience in girls. In S. Goldstein & R. B. Brooks (Eds.), Handbook of resilience in children (2nd ed., pp. 73–86). Springer.
Kokkinos, C. M. (2006). Factor structure and psychometric properties of the Maslach Burnout Inventory‐Educators Survey among elementary and secondary school teachers in Cyprus. Stress and Health: Journal of the International Society for the Investigation of Stress, 22(1), 25-33. https://doi.org/10.1002/smi.1079
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). Academic/Plenum.
Le Cornu, R. (2009). Building resilience in pre-service teachers. Teaching and Teacher Education, 25(5), 717-723. https://doi.org/10.1016/j.tate.2008.11.016
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
Lerner, R. M. (2006). Resilience as an attribute of the developmental system: Comments on the papers of Professors Masten & Wachs. Annals of the New York Academy of Sciences, 1094(1), 40-51. https://doi.org/10.1196/annals.1376.005
Luthar, S. S., Cicchetti, D., & Becker, B. (2000). The construct of resilience: A critical evaluation and guidelines for future work. Child Development, 71(3), 543-562. https://doi.org/10.1111/1467-8624.00164
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. (2016). 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
Mansfield, C. F., Ebersöhn, L., Beltman, S., & Loots, T. (2018). Great Southern lands: Making space for teacher resilience in South Africa and Australia. In M. Wosnitza, F. Peixoto, S. Beltman, & C. F. Mansfield (Eds.), Resilience in education: Concepts, contexts and connections (pp. 53–71). Springer.
Maslach, C., & Jackson, S. E. (1986). Maslach Burnout Inventory, II Ed. Consulting Psychologists Press.
Maslach, C., Jackson, S.E., & Schwab, R.L. (1996). Maslach Burnout Inventory – Educators Survey (MBI-ES). In C. Maslach, S.E. Jackson, & M.P. Leiter (Eds.), MBI Manual (3d ed). Consulting Psychologists Press.
Masten, A. S. (1994). Resilience in individual development: Successful adaptation despite risk and adversity. In M. C. Wang & E. W. Gordon (Eds.), Educational resilience in inner-city America: Challenges and prospects (pp. 3–25). Lawrence Erlbaum Associates, Inc.
Masten, A. S. (2014). Ordinary magic: Resilience in development. The Guildford Press.
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. https://doi.org/10.1285/i24212113v4i1p1
Meister, D. G., & Ahrens, P. (2011). Resisting plateauing: Four veteran teachers’ stories. Teaching and Teacher Education, 27(4), 770–778. https://doi.org/10.1016/j.tate.2011.01.002
Olsen, B., & Anderson, L. (2007). Courses of action: A qualitative investigation into urban teacher retention and career development. Urban Education, 42(1), 5-29. https://doi.org/10.1177/0042085906293923
Ozkara, A. B., Kalkavan, A., Alemdag, S., & Alemdag, C. (2016). The role of physical activity in psychological resilience. Baltic Journal of Sport and Health Sciences, 21(3), 134-9. https://doi.org/10.15561/20755279.2017.0306
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
Parker, P. D., & Martin, A. J. (2009). Coping and buoyancy in the workplace: Understanding their effects on teachers' work-related well-being and engagement. Teaching and Teacher Education, 25, 68-75. https://doi.org/10.1016/j.tate.2008.06.009
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.
Perrez, M., Laireiter, A.-R., & Baumann, U. (2005). Psychologische faktoren: Stress und coping. [Psychological factors: Stress and coping]. In M. Perrez & U. Baumann (Eds.), Lehrbuch Klinische Psychologie – Psychotherapie (3rd ed., pp. 272–304). Verlag Hans Huber.
Peters, J., & Pearce, J. (2012). Relationship and early career teachers: A role for school principals. Teachers and Teaching: Theory and Practice, 18, 249-262. https://doi.org/10.1080/13540602.2012.632266
Platsidou, M., & Daniilidou, A. (2021). Meaning in life and resilience among teachers. Journal of Positive School Psychology, 5(2), 97-109. https://doi.org/10.47602/jpsp.v5i2.259
Polat, D. D., & İskender, M. (2018). Exploring teachers' resilience in relation to job satisfaction, burnout, organizational commitment and perception of organizational climate. International Journal of Psychology and Educational Studies, 5(1), 1-13. https://doi.org/10.17220/ijpes.2018.03.001
Prather-Jones, B. (2011). How school administrators influence the retention of teachers of students with emotional and behavioral disorders. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 84, 1-8. https://doi.org/10.1080/00098655.2010.489387
Samejima, F. (1969). Estimation of latent ability using a response pattern of graded scores. Psychometrika, 35, 139–139. https://doi.org/10.1007/BF02290599
Schwarze, J., & Wosnitza, M. (2018). How does apprentice resilience work? In M. Wosnitza, F. Peixoto, S. Beltman, & C. F. Mansfield (Eds.), Resilience in education: Concepts, contexts and connections (pp. 35–52). Springer.
Skodol, A. E. (2010). The resilient personality. In J. W. Reich, A. J. Zautra, & J. S. Hall (Eds.), Handbook of adult resilience (pp. 112–125). The Guilford Press.
Stavraki, C., & Karagianni, E. (2020). Exploring Greek EFL teachers’ resilience. Journal for the Psychology of Language Learning, 2(1), 142-179. Retrieved from https://www.jpll.org/index.php/journal/article/view/stavraki_karagianni
Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics (5th ed.). Allyn & Bacon/Pearson Education.
Tait, M. (2008). Resilience as a contributor to novice teacher success, commitment, and retention. Teacher Education Quarterly, 35(4), 57–76.
Thieman, E. B., Henry, A. L., & Kitchel, T. (2012). Resilient agricultural educators: Taking stress to the next level. Journal of Agricultural Education, 53(1), 81-94. https://doi.org/10.5032/jae.2012.01081
Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17, 783–805. https://doi.org/10.1016/S0742-051X(01)00036-1
Τσιγγίλης, Ν. (2019). Εξέταση των ψυχομετρικών χαρακτηριστικών εργαλείων μέτρησης με τη χρήση της θεωρίας απόκρισης στοιχείου: Aπό τη θεωρία στην πράξη. Hellenic Journal of Psychology, 16, 335-376.
Tsigilis, N., Grammatikopoulos, V., & Koustelios, A. (2007). Applicability of the Teachers' Sense of Efficacy Scale to educators teaching innovative programs. International Journal of Educational Management, 21(7), 634-642. https://doi.org/10.1108/09513540710822229
Ungar, M. (2008). Putting resilience theory into action: Five principles for intervention. In L. Liebenberg & M. Ungar (Eds.), Resilience in action (pp. 17-38). University of Toronto Press.
Ungar, M. (2011). The social ecology of resilience: addressing contextual and cultural ambiguity of a nascent construct. American Journal of Orthopsychiatry, 81(1), 1-17. https://doi.org/10.1111/j.1939-0025.2010.01067.x
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.
Wagnild, G. M., & Young, H. M. (1993). Development and psychometric evaluation of the Resilience Scale. Journal of Nursing Measurement, 1(2), 165–178.
Yang, F. M., & Kao, S. T. (2014). Item response theory for measurement validity. Shanghai Archives of Psychiatry, 26(3), 171–177. https://doi.org/10.3969/j.issn.1002-0829.2014.03.010
Yuan, K., Le, V. N., McCaffrey, D. F., Marsh, J. A., Hamilton, L. S., Stecher, B. M., & Springer, M. G. (2013). Incentive pay programs do not affect teacher motivation or reported practices: Results from three randomized studies. Educational Evaluation and Policy Analysis, 35(1), 3-22. https://doi.org/10.3102/0162373712462625
Most read articles by the same author(s)