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

Abstract

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.