Teachers’ Resilience: Relationships with Fear of Negative Evaluations and Emotion Regulation-Reference-Cited by-同舟云学术

Teachers’ Resilience: Relationships with Fear of Negative Evaluations and Emotion Regulation

Published:2023-11-30 Issue:25 Volume: Page:385-393
ISSN:1841-0456
Container-title:Educatia 21
language:
Short-container-title:ED21

Author:

Dumulescu Daniela, ,Andronache Daniel,Necula Constantin-Valer,Mara Daniel, , ,

Abstract

Teachers’ resilience has a crucial impact in building effective educational practices and developing sustainable learning environments all over the world. Moreover, effective teacher education programs incorporate practices aiming to develop teachers’ resilience. In order to gain this objective, it is important to better understand the mechanisms underlying resilience. In this study, we investigated the relations between fear of negative evaluations, emotion regulation strategies, teaching self-efficacy and resilience on a sample of 1365 Romanian teachers. More, we examined the differences among teachers in terms of age, organizational level, educational cycle on the variables mentioned above. The results of the regressions analysis showed 3 significant predictors of resilience: fear of negative evaluation, emotion self-regulation strategies and teaching self-efficacy. The ANOVA tests also displayed that teaching experience and employment status (tenured/temporary) partially affect teachers’ resilience. Practical implications for teacher education programs are discussed.

Publisher

Babes-Bolyai University

Subject

General Medicine

Reference18 articles.

1. "1. Ainsworth, S., & Oldfield, J. (2019). The relationships between personality, coping styles and teacher burnout. Journal of Educational Psychology, 39(4), 476-493.

2. 2. Bandura, A. (1999). Self-efficacy: The exercise of control. Freeman

3. 3. Beltman, S. (2015). Teacher professional resilience: Thriving not just surviving. In N. Weatherby-Fell (Ed.). Learning to teach in the secondary school (20-38). Melbourne, Aust: Cambridge University Press.

4. 4. Beltman, S. (2021). Predictors of early career teacher wellbeing: The importance of student perceptions of teacher support. Learning Environments Research, 24(3), 323-344.

5. 5. Brunetti, G. (2006). Teacher burnout: A cross-cultural and intercultural perspective. In Handbook of research on teacher education: Enduring questions in changing contexts (pp. 593-610).