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Review on the conceptual framework of teacher resilience

Resilience is the ability to bounce back from setbacks and adapt to new circumstances. Resilient teachers can handle these issues. In this case, it’s proposed to interpret the recent decade’s resilience research on teachers. Provide a conceptual framework for teacher resilience factors. The Scopus d...

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Autores principales: Zhang, Shen, Luo, Yuzhou
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2023
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10398336/
https://www.ncbi.nlm.nih.gov/pubmed/37546476
http://dx.doi.org/10.3389/fpsyg.2023.1179984
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author Zhang, Shen
Luo, Yuzhou
author_facet Zhang, Shen
Luo, Yuzhou
author_sort Zhang, Shen
collection PubMed
description Resilience is the ability to bounce back from setbacks and adapt to new circumstances. Resilient teachers can handle these issues. In this case, it’s proposed to interpret the recent decade’s resilience research on teachers. Provide a conceptual framework for teacher resilience factors. The Scopus database was used to collect articles. The titles and abstracts of articles were read one by one. As a result, 22 articles were included in the data analysis. The country where the data were collected, the aims of the study, the education level which the participants working, the sample size, the scale used, and the variables included in the study are marked in the full text. Most studies were effect determination, correlation, or exploratory. Initially, age and gender inequalities among instructors were examined. Postgraduate instructors are more resilient than undergraduates. Psychological factors, workplace variables, and teacher competency and attributes are used to study teacher resilience. Teachers’ resilience negatively impacts depression, stress, anxiety, well-being, and mood. Quality of life and well-being are positively connected. Job crafting, work engagement, and working environment are favorably connected, whereas job burnout and turnover intention are adversely correlated. Resilience was positively connected with emotion regulation, empathy, others’ emotion evaluation, teacher competence, teacher self-efficacy, and self-esteem in teachers. Anger, anxiety, mindfulness, pleasure, social support, fear, and training affect teachers’ resilience. Teachers’ resilience affects stress, depersonalization, personal accomplishment, emotional exhaustion, children’s resilience, job engagement, happiness, well-being, self-care, and success.
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spelling pubmed-103983362023-08-04 Review on the conceptual framework of teacher resilience Zhang, Shen Luo, Yuzhou Front Psychol Psychology Resilience is the ability to bounce back from setbacks and adapt to new circumstances. Resilient teachers can handle these issues. In this case, it’s proposed to interpret the recent decade’s resilience research on teachers. Provide a conceptual framework for teacher resilience factors. The Scopus database was used to collect articles. The titles and abstracts of articles were read one by one. As a result, 22 articles were included in the data analysis. The country where the data were collected, the aims of the study, the education level which the participants working, the sample size, the scale used, and the variables included in the study are marked in the full text. Most studies were effect determination, correlation, or exploratory. Initially, age and gender inequalities among instructors were examined. Postgraduate instructors are more resilient than undergraduates. Psychological factors, workplace variables, and teacher competency and attributes are used to study teacher resilience. Teachers’ resilience negatively impacts depression, stress, anxiety, well-being, and mood. Quality of life and well-being are positively connected. Job crafting, work engagement, and working environment are favorably connected, whereas job burnout and turnover intention are adversely correlated. Resilience was positively connected with emotion regulation, empathy, others’ emotion evaluation, teacher competence, teacher self-efficacy, and self-esteem in teachers. Anger, anxiety, mindfulness, pleasure, social support, fear, and training affect teachers’ resilience. Teachers’ resilience affects stress, depersonalization, personal accomplishment, emotional exhaustion, children’s resilience, job engagement, happiness, well-being, self-care, and success. Frontiers Media S.A. 2023-07-20 /pmc/articles/PMC10398336/ /pubmed/37546476 http://dx.doi.org/10.3389/fpsyg.2023.1179984 Text en Copyright © 2023 Zhang and Luo. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Psychology
Zhang, Shen
Luo, Yuzhou
Review on the conceptual framework of teacher resilience
title Review on the conceptual framework of teacher resilience
title_full Review on the conceptual framework of teacher resilience
title_fullStr Review on the conceptual framework of teacher resilience
title_full_unstemmed Review on the conceptual framework of teacher resilience
title_short Review on the conceptual framework of teacher resilience
title_sort review on the conceptual framework of teacher resilience
topic Psychology
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10398336/
https://www.ncbi.nlm.nih.gov/pubmed/37546476
http://dx.doi.org/10.3389/fpsyg.2023.1179984
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