Resiliency in Education: The Case of Foreign Language Teachers
Keywords: resiliency/resilience, foreign language teaching, university academics, teacher stress, social support for teachers, individual flexibility
AbstractThe article covers the basics of resilience and the factors promoting sustainability within the field of education. With escalating demands on teachers in terms of increasing social pressures and expectations regarding quality of pedagogical provision, ’resilience’ is a topical area of research. The main objectives of the study include ascertaining how prone to professional stress are educators compared to other professionals, pointing out the areas where the major mismatches lie, and revealing the factors influencing professional adjustment in the sphere of foreign language teaching. The correlation and interdependence of resilience, emotional intelligence, social support and other individual factors have been studied using a valid sample of specialists in language teaching: resilience was considered one of the central, individual protective factors, as well as a serious prerequisite for a successful and fulfilling life. The sample of the study comprised three groups: first, senior students (future teachers); second, university academics (senior professors) and thirdly, university junior specialists. To analyze the results, statistical and correlation methods were used: different types of interdependence were indicated through regression analysis, the Kruskal–Wallis test, violin plot, and others. This article is published under the Creative Commons Attribution 4.0 International License.
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How to Cite
Valieva, F. (2016). Resiliency in Education: The Case of Foreign Language Teachers. Journal of Language and Education, 2(3), 54-60. https://doi.org/https://doi.org/10.17323/2411-7390-2016-2-3-54-60