Araştırma Makalesi
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Öğretmenlerin Mesleki Dayanıklılık Kapasitelerinin Çeşitli Demografik Değişkenler Bağlamında İncelenmesi

Yıl 2022, Cilt: 51 Sayı: 236, 3253 - 3274, 11.11.2022
https://doi.org/10.37669/milliegitim.953186

Öz

Bu araştırmanın amacı öğretmenlerin mesleki dayanıklılık düzeylerini belirleyerek bazı demografik değişkenler bağlamında karşılaştırmaktır. İlgili amaç doğrultusunda öncelikle “Çalışan Dayanıklılığı Ölçeği” eğitim örgütleri bağlamında Türkiye kültürüne uyarlanmış ve “Öğretmen Mesleki Dayanıklılık Ölçeği” olarak adlandırılmıştır. Elde edilen bulgular ölçeğin öğretmen örnekleminde (n=165) geçerli ve güvenilir bir ölçme aracı olduğunu göstermiştir. Araştırmanın ikinci aşamasında ölçek uygun örnekleme yöntemi ile ulaşılan 202 öğretmene çevrimiçi olarak uygulanmıştır. Veri 10-21 Şubat 2021 tarihleri arasında toplanmıştır. Betimsel analizler kapsamında minimum, maksimum, aritmetik ortalama ve standart sapma değerleri hesaplanmıştır. Cinsiyet, öğrenim düzeyi, kıdem ve okul düzeyi gibi demografik değişkenler bağlamında karşılaştırma yapmak için t-testi ve Kruskall Wallis-H testinden yararlanılmıştır. Elde edilen bulgular öğretmenlerin dayanıklılık düzeylerinin “Sık sık” olduğunu göstermiştir. Cinsiyet ve öğrenim düzeyi öğretmenlerin mesleki dayanıklılık düzeylerinde istatistiksel olarak anlamlı bir fark yaratmazken; kıdem ve okul düzeyi açısından gruplar arasında anlamlı bir fark olduğu tespit edilmiştir. Buna göre 0-5 yıl kıdeme sahip öğretmenler kıdemi 6 yıldan 20 yıla kadar olan meslektaşlarından; okul öncesi ve ortaokulda görevli öğretmenler lisede görevli meslektaşlarından daha yüksek düzeyde bir mesleki dayanıklılığa sahiptir. Elde edilen bulgular alanyazın temelinde tartışılmış ve birtakım öneriler getirilmiştir.

Destekleyen Kurum

Araştırma herhangi bir kurum tarafından desteklenmemiştir.

Kaynakça

  • Abiyou, M.L. (2017). Stress and the resiliency of teachers. (Yayımlanmamış doktora tezi). The Graduate School at the University of Missouri-St. Louis, Missouri.
  • Arslan, Y., ve Şumuer, E. (2020). COVID-19 döneminde sanal sınıflarda öğretmenlerin karşılaştıkları sınıf yönetimi sorunları. Millî Eğitim, 49(Özel Sayı, 1), 201-230. Doi: 10.37669/milliegitim.791453.
  • Altuntaş, S. ve Genç, H. (2020). Mutluluğun yordayıcısı olarak psikolojik sağlamlık: öğretmen örnekleminin incelenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi 35(4), 936-948. Doi: 10.16986/HUJE.2018046021.
  • Argon, T. ve Kaya, A. (2018). Examination of grit levels of teachers according to personal variables. Journal of Education and Training Studies, 6(3a), 45-53. Doi:10.11114/jets.v6i3a.3157.
  • Arnup, J. and Bowles, A. (2016). Should I stay or should I go? Resilience as a protective factor for teachers’ intention to leave the teaching profession. Australian Journal of Education, 60(3), 229-244. Doi: 10.1177/0004944116667620.
  • Beckett, T.M. (2011). On the job: A study of resiliency, teacher burnout, and coping styles. (Unpublished doctoral dissertation). Capella University, Minneapolis.
  • Beltman, S. (2021). Understanding and examining teacher resilience from multiple perspectives. C.F. Mansfield (Ed.) Cultivating teacher resilience international approaches, applications and impact içinde (pp.11-26) Springer.
  • Beltman, S., and Mansfield, C.F. (2017). What is teacher professional resilience? And whose responsibility is it?. Professional Educator, 2ve3(17), 32-36.
  • Beltman, S.,Mansfield, C.F., and Price, A. (2011). Thriving not just surviving: A review of research on teacher resilience. Educational Research Review, 6 (2011) 185–207. Doi:10.1016/j.edurev.2011.09.001.
  • Beltman, S., Mansfield, C.F. and 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.
  • Benders, D.S., and Jackson, F.A. (2012). Teacher resiliency: Nature or nurture?. International Journal of Humanities and Social Science, 2(16), 103-110.
  • Bentler, P. M. (2005). EQS 6 structural equations program manual. Encino, CA: Multivariate Software.
  • Biasutti,M., Concina, E., Deloughry, C., Frate, S., Konkol, G., Mangiacotti, A., Pance, A.R., and Vidulin, S. (2020). The effective music teacher: A model for predicting music teacher’s self-efficacy. Psychology of Music, 1-17. Doi: 10.1177/0305735620959436.
  • Bobek, B.L. (2002). Teacher resiliency: A key to career longevity. The Clearing House, 75(4), 202-205. Doi: 10.1080/00098650209604932.
  • Boldrini, E., Sappa, V., and Aprea, C. (2019). Which difficulties and resources do vocational teachers perceive? An exploratory study setting the stage for investigating teachers’ resilience in Switzerland, Teachers and Teaching, 25(1), 125-141. Doi: 10.1080/13540602.2018.1520086.
  • Botou, A., Mylonakou-Keke, I., Kalouri, O., and Tsergas, N. (2017). Primary school teachers’ resilience during the economic crisis in Greece. Psychology, 8, 131-159. Doi: 10.4236/psych.2017.81009.
  • Bowles, T. and Arnup, J. L. (2016). Early career teachers' resilience and positive adaptive change capabilities. Australian Educational Researcher, 43 (2), 147-164. Doi: 10.1007/s13384-015-0192-1.
  • Brouskeli, V., Kaltsi, V., and Loumakou, M. (2018). Resilience and occupational well-being of secondary education teachers in Greece. Issues in Educational Research, 28(1), 43-60.
  • Brunetti, G.J. (2006). Resilience under fire: Perspectives on the work of experienced, inner city high school teachers in the United States. Teaching and Teacher Education, 22 (2006) 812–825. Doi:10.1016/j.tate.2006.04.027.
  • Büyüköztürk, Ş. (2011). Sosyal bilimler için veri analizi el kitabı. Ankara: PegemA Akademi
  • Clara, M. (2017). Teacher resilience and meaning transformation: How teachers reappraise situations of adversity. Teaching and Teacher Education, 63(2017), 82-91. Doi: 10.1016/j.tate.2016.12.010.
  • Collie, R. J., and Martin, A. J. (2016). Adaptability: An important capacity for effective teachers. Educational Practice and Theory, 38(1), 27-39.
  • Çalışkan, Ö. (2011). Investigation of the relationship between teachers’ readiness for organizational change and resilience. (Yayımlanmamış yüksek lisans tezi). Ortadoğu Teknik Üniversitesi, Ankara.
  • Çetin, A. (2019). An analysis of the relationship between teachers’ subjective wellbeing and their occupational resilience. Sakarya University Journal of Education, 9(3), 506-521. Doi: 10.19126/suje.533847.
  • Daniilidou, A. and Platsidou, M. (2018). Teachers’ resilience scale: an integrated instrument for assessing protective factors of teachers' resilience. Hellenic Journal of Psychology,15 (2018),15-39.
  • Daniilidou, A. and Platsidou, M., ve Gonida, S.E. (2020). Primary school teachers´resilience: Association with teacher self-efficacy, burn-out and stress. Electronic Journal of Research in Educational Psychology, 18(3), 549-582.
  • Day, C. (2014). Resilient principals in challenging schools: The courage and costs of conviction. Teachers and Teaching: Theory and Practice, 20(5), 638-654. Doi: 10.1080/13540602.2014.937959.
  • Demir, F., ve Özdaş, F. (2020). COVID-19 sürecindeki uzaktan eğitime ilişkin öğretmen görüşlerinin incelenmesi. Millî Eğitim, 49(Özel Sayı, 1), 273-292. Doi: 10.37669/milliegitim.775620.
  • Dilekçi, Ü., ve Limon, İ. (2020). COVID-19 salgını bağlamında öğretmenlerin algıladıkları “aşırı iletişim yükü” düzeylerinin incelenmesi. Millî Eğitim, 49(Özel Sayı, 1), 232-251. Doi:10.37669/milliegitim.776450.
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Investigation of Teachers’ Resilience Capacity by Demographics

Yıl 2022, Cilt: 51 Sayı: 236, 3253 - 3274, 11.11.2022
https://doi.org/10.37669/milliegitim.953186

Öz

This study investigated the professional resilience levels of teachers and compared it by some demographics. To this end, in the first stage of the study, “Employee Resilience Scale” was adapted to Turkish culture in the context of educational organizations and named as “Teachers’ Professional Resiliency Scale”. The findings indicated that the scale had adequate psychometric properties for Turkish teacher sample (n=165). In the second stage of the study, the scale was administered to 202 teachers online. The study employed convenient sampling method. The data were collected between the 10th and 21st of February 2021. To reveal teachers’ resilience level minimum, maximum, arithmetic mean, and standard deviations were calculated. To conduct comparisons by demographics (gender, educational level, experience, and grade level) t-test and Kruskall Wallis-H tests were used. The findings showed that the resilience levels of the teachers were "Often". While gender and educational level did not create a statistically significant difference, experience and school level did. Teachers with an experience of 0-5 years had a higher level of resilience than their colleagues with an experience between 6-20 years. On the other hand, pre-school and secondary school teachers had a higher level of resilience than high school teachers. The findings were discussed based on the previous literature and some suggestions were presented.

Kaynakça

  • Abiyou, M.L. (2017). Stress and the resiliency of teachers. (Yayımlanmamış doktora tezi). The Graduate School at the University of Missouri-St. Louis, Missouri.
  • Arslan, Y., ve Şumuer, E. (2020). COVID-19 döneminde sanal sınıflarda öğretmenlerin karşılaştıkları sınıf yönetimi sorunları. Millî Eğitim, 49(Özel Sayı, 1), 201-230. Doi: 10.37669/milliegitim.791453.
  • Altuntaş, S. ve Genç, H. (2020). Mutluluğun yordayıcısı olarak psikolojik sağlamlık: öğretmen örnekleminin incelenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi 35(4), 936-948. Doi: 10.16986/HUJE.2018046021.
  • Argon, T. ve Kaya, A. (2018). Examination of grit levels of teachers according to personal variables. Journal of Education and Training Studies, 6(3a), 45-53. Doi:10.11114/jets.v6i3a.3157.
  • Arnup, J. and Bowles, A. (2016). Should I stay or should I go? Resilience as a protective factor for teachers’ intention to leave the teaching profession. Australian Journal of Education, 60(3), 229-244. Doi: 10.1177/0004944116667620.
  • Beckett, T.M. (2011). On the job: A study of resiliency, teacher burnout, and coping styles. (Unpublished doctoral dissertation). Capella University, Minneapolis.
  • Beltman, S. (2021). Understanding and examining teacher resilience from multiple perspectives. C.F. Mansfield (Ed.) Cultivating teacher resilience international approaches, applications and impact içinde (pp.11-26) Springer.
  • Beltman, S., and Mansfield, C.F. (2017). What is teacher professional resilience? And whose responsibility is it?. Professional Educator, 2ve3(17), 32-36.
  • Beltman, S.,Mansfield, C.F., and Price, A. (2011). Thriving not just surviving: A review of research on teacher resilience. Educational Research Review, 6 (2011) 185–207. Doi:10.1016/j.edurev.2011.09.001.
  • Beltman, S., Mansfield, C.F. and 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.
  • Benders, D.S., and Jackson, F.A. (2012). Teacher resiliency: Nature or nurture?. International Journal of Humanities and Social Science, 2(16), 103-110.
  • Bentler, P. M. (2005). EQS 6 structural equations program manual. Encino, CA: Multivariate Software.
  • Biasutti,M., Concina, E., Deloughry, C., Frate, S., Konkol, G., Mangiacotti, A., Pance, A.R., and Vidulin, S. (2020). The effective music teacher: A model for predicting music teacher’s self-efficacy. Psychology of Music, 1-17. Doi: 10.1177/0305735620959436.
  • Bobek, B.L. (2002). Teacher resiliency: A key to career longevity. The Clearing House, 75(4), 202-205. Doi: 10.1080/00098650209604932.
  • Boldrini, E., Sappa, V., and Aprea, C. (2019). Which difficulties and resources do vocational teachers perceive? An exploratory study setting the stage for investigating teachers’ resilience in Switzerland, Teachers and Teaching, 25(1), 125-141. Doi: 10.1080/13540602.2018.1520086.
  • Botou, A., Mylonakou-Keke, I., Kalouri, O., and Tsergas, N. (2017). Primary school teachers’ resilience during the economic crisis in Greece. Psychology, 8, 131-159. Doi: 10.4236/psych.2017.81009.
  • Bowles, T. and Arnup, J. L. (2016). Early career teachers' resilience and positive adaptive change capabilities. Australian Educational Researcher, 43 (2), 147-164. Doi: 10.1007/s13384-015-0192-1.
  • Brouskeli, V., Kaltsi, V., and Loumakou, M. (2018). Resilience and occupational well-being of secondary education teachers in Greece. Issues in Educational Research, 28(1), 43-60.
  • Brunetti, G.J. (2006). Resilience under fire: Perspectives on the work of experienced, inner city high school teachers in the United States. Teaching and Teacher Education, 22 (2006) 812–825. Doi:10.1016/j.tate.2006.04.027.
  • Büyüköztürk, Ş. (2011). Sosyal bilimler için veri analizi el kitabı. Ankara: PegemA Akademi
  • Clara, M. (2017). Teacher resilience and meaning transformation: How teachers reappraise situations of adversity. Teaching and Teacher Education, 63(2017), 82-91. Doi: 10.1016/j.tate.2016.12.010.
  • Collie, R. J., and Martin, A. J. (2016). Adaptability: An important capacity for effective teachers. Educational Practice and Theory, 38(1), 27-39.
  • Çalışkan, Ö. (2011). Investigation of the relationship between teachers’ readiness for organizational change and resilience. (Yayımlanmamış yüksek lisans tezi). Ortadoğu Teknik Üniversitesi, Ankara.
  • Çetin, A. (2019). An analysis of the relationship between teachers’ subjective wellbeing and their occupational resilience. Sakarya University Journal of Education, 9(3), 506-521. Doi: 10.19126/suje.533847.
  • Daniilidou, A. and Platsidou, M. (2018). Teachers’ resilience scale: an integrated instrument for assessing protective factors of teachers' resilience. Hellenic Journal of Psychology,15 (2018),15-39.
  • Daniilidou, A. and Platsidou, M., ve Gonida, S.E. (2020). Primary school teachers´resilience: Association with teacher self-efficacy, burn-out and stress. Electronic Journal of Research in Educational Psychology, 18(3), 549-582.
  • Day, C. (2014). Resilient principals in challenging schools: The courage and costs of conviction. Teachers and Teaching: Theory and Practice, 20(5), 638-654. Doi: 10.1080/13540602.2014.937959.
  • Demir, F., ve Özdaş, F. (2020). COVID-19 sürecindeki uzaktan eğitime ilişkin öğretmen görüşlerinin incelenmesi. Millî Eğitim, 49(Özel Sayı, 1), 273-292. Doi: 10.37669/milliegitim.775620.
  • Dilekçi, Ü., ve Limon, İ. (2020). COVID-19 salgını bağlamında öğretmenlerin algıladıkları “aşırı iletişim yükü” düzeylerinin incelenmesi. Millî Eğitim, 49(Özel Sayı, 1), 232-251. Doi:10.37669/milliegitim.776450.
  • Dilekçi, Ü. (2018). Öğretmenlerin öğretim duygu durumları ve algıladıkları uyumsal performansları. (Yayımlanmamış Doktora Tezi). Bolu Abant İzzet Baysal Üniversitesi Eğitim Bilimleri Enstitüsü, Bolu.
  • Dönmez, Ö. ve Karasulu Kavuncuoğlu, M. (2019). Okul öncesi öğretmen adaylarının mesleki dayanıklılık inançları, öğretmenlik mesleğine yönelik tutumları ve mesleki benlik saygısı arasındaki ilişkinin incelenmesi. Temel Eğitim Dergisi, 1(1), 48-59.
  • Dönmez, Ö., Karasulu, M., Aşantoğrul, S., ve Zembat, R. (2018). Examination of occupational resilience beliefs of in-service and pre-service early childhood education teachers according to different variables. International Online Journal of Education and Teaching (IOJET), 5(4),724-733.
  • Drew, S.V., and Sosnowski, C. (2019). Emerging theory of teacher resilience: a situational analysis. English Teaching: Practice ve Critique, 18(4), 492-507. Doi: 10.1108/ETPC-12-2018-0118.
  • Ebershön, L. (2014). Teacher resilience: theorizing resilience and poverty. Teachers and Teaching: Theory and Practice, 20(5), 568-594. Doi: 10.1080/13540602.2014.93796.
  • Ellison, D.W., and Woods, A.M. (2020). Review of physical education teacher resilience in schools of poverty through the lens of occupational teacher socialization. Urban Education, 55(8-9), 1251-1279. Doi: 10.1177/0042085916672287.
  • Estaji, M. and Rahimi, A. (2014). Examining the ESP teachers' perception of resilience. Procedia-Social and Behavioral Sciences,98(2014), 453-457. Doi: 10.1016/j.sbspro.2014.03.439.
  • Fan, L., Ma, F., Liu, Y.M., Liu, T., Guo, L., and Wang, L.N. (2021). Risk Factors and Resilience Strategies: Voices From Chinese Novice Foreign Language Teachers. Frontiers in Education, 5(January), 1-10. Doi: 10.3389/feduc.2020.565722.
  • Field, A. (2009). Discovering statistics using spss. Sage Publications.
  • Fornell, C., and Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39–50. Doi:10.2307/3151312.
  • Gibbs, S., and Miller, A. (2014). Teachers’ resilience and well-being: A role for educational psychology. Teachers and Teaching: Theory and practice, 20(5), 609-621. Doi: 10.1080/13540602.2013.844408.
  • Gu, Q. (2014). The role of relational resilience in teachers’ career-long commitment and effectiveness. Teachers and Teaching: theory and practice, 20(5), 502-529. Doi: 10.1080/13540602.2014.937961.
  • Gu, Q., and Day, C. (2007). Teachers resilience: A necessary condition for effectiveness. Teaching and Teacher Education, 23(2007), 1302–1316. Doi:10.1016/j.tate.2006.06.006
  • Gu, Q., and Day, C. (2013). Challenges to teacher resilience: conditions count. British Educational Research Journal, 39(1), 22-44. Doi:10.1080/01411926.2011.623152.
  • Griffiths, A. (2014) Promoting resilience in schools: a view from occupational health psychology. Teachers and Teaching: Theory and Practice, 20(5), 655-666. Doi: 10.1080/13540602.2014.937954.
  • Hair, J.F., Black, W.C., Babin, B.J., and Anderson, R.E. (2014). Multivariate data analysis. Pearson.
  • Howard, S. and Johnson, B. (2004). Resilient teachers: resisting stress and burnout. Social Psychology of Education 7: 399–420. Doi: 10.1007/s11218-004-0975-0.
  • Huck, S. W. (2012). Reading statistics and research. Pearson Education.
  • Iannucci, C., Richards, K.A.R., and MacPhail, A. (2020). The relationships among personal accomplishment, resilience and teachers’ experience of teaching multiple school subjects role conflict. European Physical Education Review. Doi: 10.1177/1356336X20980777.
  • Incantalupo-Kuhner, J. (2015). Teacher dispositions and perceived environment: The relationship among grit, resiliency, and perceptions of school climate. (Yayımlanmamış doktora tezi). Hofstra University, New York, the U.S.A.
  • Karasar, N. (2005). Bilimsel araştırma yöntemi. Nobel.
  • Kyriazos, T.A. (2018). Applied psychometrics: Sample size and sample power considerations in factor analysis (EFA, CFA) and SEM in general. Psychology, 09, 2207-2230. Doi:10.4236/PSYCH.2018.98126.
  • LeCornu, R. (2009). Building resilience in pre-service teachers. Teaching and Teacher Education, 25(2009) 717–723. Doi:10.1016/j.tate.2008.11.016.
  • Li, Q., Gu, Q. and He, W. (2019). Resilience of Chinese teachers: Why perceived work conditions and relational trust matter. Measurement: Interdisciplinary Research and Perspectives, 17(3), 143-159, Doi: 10.1080/15366367.2019.1588593.
  • Mansfield, C.F., Beltman, S., Price, A., and McConney, A. (2012). “Don’t sweat the small stuff”: Understanding teacher resilience at the chalkface. Teaching and Teacher Education, 28(2012), 357-367. Doi:10.1016/j.tate.2011.11.001.
  • Mengi, A., ve Alpdoğan, Y. (2020). COVID-19 salgını sürecinde özel eğitim öğrencilerinin uzaktan eğitim süreçlerine ilişkin öğretmen görüşlerinin incelenmesi. Millî Eğitim, 49(Özel Sayı, 1), 413-437. Doi: 10.37669/milliegitim.776226.
  • Mert, G. ve Balcı, O. (2019). Çalışanların iş yaşamlarının anlam algısı ve psikolojik dayanıklılık durumlarının tespiti: Eğitim sektöründe bir araştırma. Uluslararası Sosyal Araştırmalar Dergisi, 12(65), 650-656. Doi.org/10.17719/jisr.2019.3475.
  • Morris, B. (2002). Measuring the resilient characteristic of teachers. (Yayımlanmamış yüksek lisans tezi). University of Georgia. Athens, the U.S.A.
  • Näswall, K., Malinen, S., Kuntz, J. and Hodliffe, M. (2019). Employee resilience: Development and validation of a measure. Journal of Managerial Psychology, 34(5), 353-367. Doi: 10.1108/JMP-02-2018-0102.
  • Özdoğan, A.Ç., ve Berkant, H.G. (2020). COVID-19 pandemi dönemindeki uzaktan eğitime ilişkin paydaş görüşlerinin incelenmesi. Millî Eğitim, 49(Özel Sayı, 1), 13-43. Doi: 10.37669/milliegitim.788118.
  • Özgül, E.,Ceran, D., ve Yıldız, D. (2020). Uzaktan eğitimle yapılan Türkçe dersinin öğretmen görüşlerine göre değerlendirilmesi. Millî Eğitim, 49(Özel Sayı, 1), 395-412. Doi: 10.37669/milliegitim.776137.
  • Peixoto, F., Silva, J.C., Pipa, J., Wosnitza, M. and Mansfield, C. (2020). The multidimensional teachers’ resilience scale: Validation for Portuguese teachers. Journal of Psychoeducational Assessment, 38(3), 402-408. Doi: 10.1177/0734282919836853.
  • Pretsch, J., Flunger, B. and Schmitt, M. (2012). Resilience predicts well-being in teachers, but not in non-teaching employees. Soc Psychol Educ, 15, 321–336. https://doi.org/10.1007/s11218-012-9180-8
  • Razmjoo, S.A., and Ayoobiyan, H. (2019). On the relationship between teacher resilience and self- efficacy: The case of Iranian EFL teachers. Journal of English Language Teaching and Learning, 11(23), 277-292.
  • Schelvis, R.M.C., Zwetsloot, G.I.J.M., Bos, E.H., and Wiezer, N.M. (2014). Exploring teacher and school resilience as a new perspective to solve persistent problems in the educational sector. Teachers and Teaching: theory and practice, 20(5), 622-637. Doi: 10.1080/13540602.2014.937962
  • Sezgin, F. (2012). İlköğretim okulu öğretmenlerinin psikolojik dayanıklılık düzeylerinin incelenmesi. Kastamonu Eğitim Dergisi, 20(2), 489-502.
  • Shirazizadeh, M., Tajik, L., and Amanzadeh, H. (2019). Reflection, resilience and role stress among Iranian EFL Teachers: A mixed methods study. Issues in Language Teaching (ILT), 8(2), 1-24.
  • Smith, K. and Ulvik, M. (2017) Leaving teaching: Lack of resilience or sign of agency?. Teachers and Teaching, 23(8), 928-945, Doi 10.1080/13540602.2017.1358706.
  • Tait, M. (2008). Resilience as a contributor to novice teacher success, commitment, and retention. Teacher Education Quarterly, 35(4), 57-75.
  • Taylor, J.L. (2013). The power of resilience: A theoretical model to empower, encourage and retain teachers. The Qualitative Report, 18, 1-25.
  • Türker, A., ve Dündar, E. (2020). COVID-19 pandemi sürecinde eğitim bilişim ağı (EBA) üzerinden yürütülen uzaktan eğitimlerle ilgili lise öğretmenlerinin görüşleri. Millî Eğitim, 49(Özel Sayı, 1), 323-342. Doi: 10.37669/milliegitim.738702.
  • Ünal, M., ve Bulunuz, N. (2020). COVID-19 salgını dönemi uzaktan eğitim çalışmaları ve sonraki süreçle ilgili fen bilimleri öğretmenlerinin görüş ve önerileri. Millî Eğitim, 49(Özel Sayı, 1), 343-369. Doi: 10.37669/milliegitim.775521.
  • Wright, D.S., Balgopal, M.M., McMeeking, L.B.S., and Weinberg, A.E. (2019). Developing Resilient K-12 STEM Teachers. Advances in Developing Human Resources, 21(1), 16-34. Doi: 10.1177/1523422318814483.
Toplam 72 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Araştırma Makalesi
Yazarlar

İbrahim Limon 0000-0002-5830-7561

Yayımlanma Tarihi 11 Kasım 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 51 Sayı: 236

Kaynak Göster

APA Limon, İ. (2022). Öğretmenlerin Mesleki Dayanıklılık Kapasitelerinin Çeşitli Demografik Değişkenler Bağlamında İncelenmesi. Milli Eğitim Dergisi, 51(236), 3253-3274. https://doi.org/10.37669/milliegitim.953186