The Effect of a Teacher Empowerment Programme on the Resilience Levels of Primary School Teachers

Authors

DOI:

https://doi.org/10.52963/PERR_Biruni_V11.N3.09

Keywords:

Primary School Teachers, Protective Factors, Teacher Empowerment, Teacher Resilience

Abstract

The aim of the study is to examine the effect of a Teacher Empowerment Programme on the resilience levels of primary school teachers working with disadvantaged students in Turkey and the views of teachers about the effectiveness of the programme. In the study, the Teacher Empowerment Programme which contains various protective factors was implemented on the participants in the experimental group, and no intervention was made in the control group. Five different data collection tools were used. In the data analysis, a two-way ANOVA for mixed measures with the SPSS 23 package program, descriptive analysis, and content analysis were utilised. The findings reveal that the programme was effective in resilience by developing the participants’ protective factor characteristics, self-esteem levels, and coping with stress attitudes. It was also concluded that the participants held positive views about the programme.

Downloads

Download data is not yet available.

References

Baumeister, R. F., Campbell, J. D., Krueger, J. I., & Vohs, K. D. (2003). Does high self-esteem cause better performance, interpersonal success, happiness, or healthier lifestyles? Psychological Science in the Public Interest, 4(1), 1-44. https://doi.org/10.1111/1529-1006.01431

Beltman, S., Mansfield, C. F., & Price, A. (2011). Thriving not just surviving: A review of research on teacher resilience. Educational Research Review, 6(3), 185–207. https://doi.org/10.1016/j.edurev.2011.09.001

Bobek, B. L. (2002). Teacher resiliency: A key to career longevity. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 75(4), 202–205. https://doi.org/10.1080/00098650209604932

Bronfenbrenner, U. (1979). The ecology of human development. Harvard University Press.

Bronfenbrenner, U., & Evans, G. W. (2000). Developmental science in the 21st century: Emerging questions, theoretical models, research designs and empirical findings. Social Development, 9(1), 115-125. https://doi.org/10.1111/1467-9507.00114

Brooks, R., & Goldstein, S. (2008). The mindset of teachers capable of fostering resilience in students. Canadian Journal of School Psychology, 23(1), 114-126. https://doi.org/10.1177/0829573508316597

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(7), 812–825.

Bullough, R., Hall-Kenyon, K., & MacKay, K. (2012). Head start teacher well-being: Implications for policy and practice. Early Childhood Education Journal, 40(6), 323- 331. https://doi.org/10.1007/s10643-012-0535-8

Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches (2nd ed.). Sage Publications.

Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th edition). Pearson.

Çuhadaroğlu, F. (1986). Adolesanlarda benlik saygısı [Self-esteem in Adolescents]. Unpublished dissertation, Hacettepe University, Ankara.

Day, C. (2008). Committed for life? Variations in teachers’ work, lives and effectiveness. Journal of Educational Change, 9(3), 243–260. https://doi.org/10.1007/s10833-007-9054-6

Day, C. (2012). New lives of teachers. Teacher Education Quarterly, 39(1), 7-26.

Day, C., & Gu, Q. (2014). Resilient teachers, resilient schools: Building and sustaining quality in testing times. Routledge.

Fantilli, R. D., & McDougall, D. E. (2009). A study of novice teachers: Challenges and supports in the first years. Teaching and Teacher Education, 25(6), 814-825. https://doi.org/10.1016/j.tate.2009.02.021

Gizir, C. A. (2007). Psikolojik sağlamlık, risk faktörleri ve koruyucu faktörler üzerine bir derleme çalışması [A literature review of studies on resilience, risk, and protective factors]. Turkish Psychsheological Counseling and Guidance Journal, 3(28), 113-128.

Greene, R. R., & Conrad, A. P. (2002). Basic assumptions and terms. In R. R. Greene (Ed.), Resiliency: An integrated approach to practice, policy, and research. NASW Press.

Griffin, R. & Moorhead, G. (2013). Organizational behavior, managing people and organizations (11th edition). South-Western College Publications.

Gu, Q., & Day, C. (2007). Teachers resilience: A necessary condition for effectiveness. Teaching and Teacher Education, 23(8), 1302-1316. https://doi.org/10.1016/j.tate.2006.06.006

Gu, Q., & Day, C. (2013). Challenges to teacher resilience: Conditions count. British Educational Research Journal, 39(1), 22–44. https://doi.org/10.1080/01411926.2011.623152

Henderson, N., & Milstein, M. M. (2003). Resiliency in schools: Making it happen for students and educators (Updated edition). Corwin Press.

Howard, S., & Johnson, B. (2004). Resilient teachers: Resisting stress and burnout. Social Psychology of Education, 7(4), 399–420. https://doi.org/10.1007/s11218-004-0975-0

Işık, Ş. (2016). Psikolojik dayanıklılık ölçeğinin geliştirilmesi: Geçerlik ve güvenirlik çalışması [Developing the psychological hardiness scale: The validity and reliability study]. The Journal of Happiness & Well-Being, 4(2), 165-182.

Jones, S. M., Bouffard, S. M., & Weissbourd, R. (2013). Educators’ social and emotional skills vital to learning. Phi Delta Kappan, 94(8), 62-65. https://doi.org/10.1177/003172171309400815

Kaldi, S. (2009). Student teachers’ perceptions of self-competence in and emotions/stress about teaching in initial teacher education. Educational Studies, 35(3), 349–360. https://doi.org/10.1080/03055690802648259

Klag, S., & Bradley, G. (2004). The role of hardiness in stress and illness: An exploration of the effect of negative affectivity and gender. British Journal of Health Psychology, 9(2), 137-161. https://doi.org/10.1348/135910704773891014

Kumpfer, K. L. (1999). Factors and processes contibuting to resilience: The resilience framework. In M. D. Glantz, & J. L. Johnson (Eds.), Resilience and development: Positive life adaptations (pp. 179-225). Kluwer Academic/Plenum Publishers.

Lai-Kuen Lo, B. (2014). Stress, burnout and resilience of teachers of students with emotional behavioural challenges. SpringerPlus, 3(1): O4. https://doi.org/10.1186/2193-1801-3-S1-O4.

Leech, N. L., Barrett, K. C., & Morgan, G. A. (2008). SPSS for intermediate statistics: Use and interpretation (3rd edition). Lawrence Erlbaum Associates Publishers.

Lopez, O., Haigh, C., & Burney, S. (2004). Relationship between hardiness and perceived stress in two generations of Latin American migrants. Australian Psychologist, 39(3), 238 -243. https://doi.org/10.1080/00050060410001701906

Luthar, S. S., & Brown, P. J. (2007). Maximizing resilience through diverse levels of inquiry: Prevailing paradigms, possibilities, and priorities for the future. Development and Psychopathology, 19(3), 931–955. https://doi.org/10.1017/S0954579407000454

Luthar, S. S., Cicchetti, D., & Becker, B. (2000). The construct of resilience: A critical evaluation and guidelines for future work. Child Development, 71(3), 543-562. https://doi.org/10.1111/1467-8624.00164

Maddi, S. R., & Khoshaba, D. M. (1994). Hardiness and mental health. Journal of Personality Assessment, 63(2), 265–274. https://doi.org/10.1207/s15327752jpa6302_6

Masten, A. S. (2001). Ordinary magic: Resilience processes in development. American Psychologist, 56(3), 227-238. https://doi.org/10.1037/0003-066X.56.3.227

Masten, A. S., & Barnes, A. J. (2018). Resilience in children: Developmental perspectives. Children (Basel), 5(7), 98-113. https://doi.org/10.3390/children5070098

Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis (2nd ed.). Sage Publications.

Murray. C. (2003). Risk factors, protective factors, vulnerability, and resilience: A framework of understanding and supporting the adult transitions of youth with high-insidencedisabilities. Remedial and Special Education, 24(1), 16-26.

O’Brien, J. L. (2010). Structural empowerment, psychological empowerment and burnout in registered staff nurses working in outpatient dialysis centers. Degree of Doctor of Philosophy. The State University of New Jersey, New Jersey.

Özbay, Y. (1993). An investigation of the relationship between adaptational coping process and self-perceived negative feelings on international students. Unpublished doctoral thesis. TTU, Lubbock, Texas, USA.

Özbay, Y., & Şahin, B. (1997). Stresle başa çıkma tutumları envanteri: Geçerlik ve güvenirlik çalışması [Inventory of coping with stress attitudes: Validity and reliability study]. IV. National Psychological Counseling and Guidance Congress, 1-3 September 1997, Ankara University Faculty of Educational Sciences, Ankara.

Patterson, J. H., Collins, L., & Abbott, G. (2004). A study of teacher resilience in urban schools. Journal of Instructional Psychology, 31(1), 3–11.

Patton, M. Q. (1990). Qualitative evaluation and research methods (2nd edition). Sage Publications.

Place, M., Reynolds, J., Cousins, A., & O’Neill, S. (2002). Developing a resilience package for vulnerable children. Child and Adolescent Mental Health, 7(4), 162-167.

Rutter M. (1990). Psychosocial resilience and protective mechanisms. In J. Rolf, A. S. Masten, D. Cicchetti, K. H. Nuechterlein, & S. Weintraub (Eds.), Risk and protective factors in the development of psychopathology (pp. 181-224). Cambridge University Press.

Rosenberg, M. (1965). Society and the adolescent self-image. Princeton University Press.

Sameroff, A. J., & Seifer, R. (1990). Early contributors to developmental risk. In J. E. Roff, A. S. Masten, D. Cicchetti, K. Nuechterlein, & S. Weintraub (Eds.). Risk and protective factors in the development of psychopathology (pp. 52-66). Cambridge University Press.

Short, P. M. (1994). Defining teacher empowerment. Education, 114(4), 488-493.

Sinclair, C. (2008). Initial and changing student teacher motivation and commitment to teaching. Asia-Pacific Journal of Teacher Education, 36(2), 79–104.

Spreitzer, G. M. (1995). Psychological empowerment in the workplace: dimensions, measurement, and validation. The Academy of Management Journal, 38(5), 1442-1465.

Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics (5th edition). Allyn and Bacon.

Taggart, G. (2015). Sustaining care: Cultivating mindful practice in early year’s professional development. Early Years, 35(4), 381-393. https://doi.org/10.1080/09575146.2015.1105200

Tait, M. (2008). Resilience as a contributor to novice teacher success, commitment, and retention. Teacher Education Quarterly, 35(4), 57–75.

Teddlie, C., & Tashakkori, A. (2010). Overview of contemporary issues in mixed methods research. In A. Tashakkori, & C. Teddlie (Eds.), Handbook of mixed methods in social and behavioral research (2nd ed.). Sage Publications.

Terzi, Ş. (2006). Kendini toparlama gücü ölçeğinin uyarlanması: Geçerlik ve güvenirlik çalışmaları [Adaptation of resilience scale (Rs) to the Turk culture: It’s reliability and validity]. Turkish Psychsheological Counseling and Guidance Journal, 26(3), 77-86.

Thomas, K. W., & Velthouse, B. A. (1990). Cognitive elements of empowerment. Academy of Management Review, 15(4), 666-681.

Traş, Z., Arslan, C., & Hamarta, E. (2013). An examination of resilience in university students in terms of self-esteem and social self-efficacy. International Journal of Academic Research, 5(3), 323-328. https://doi.org/10.7813/2075-4124.2013/5-3/B.49

Tschannen-Moran, M., Woolfolk-Hoy, A., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68(2), 202-248. https://doi.org/10.3102/00346543068002202

Ungar, M. (2013). Resilience after maltreatment: The importance of social services as facilitators of positive adaptation. Child Abuse and Neglect, 37(2-3), 110–115. https://doi.org/10.1016/j.chiabu.2012.08.004

Üstündağ, N., Aydoğan, D., & Akar Vural, R. (2018). Developing protective factor scale for classroom teachers: A validity and reliability study. International Journal of Curriculum and Instructional Studies, 8(1), 83-110. https://doi.org/https://doi.org/10.31704/ijocis.2018.005

Wilson, S., & Berne, J. (1999). Teacher learning and the acquisition of professional knowledge. An examination of research in contemporary professional development. Review of Research in Education, 24, 173-209.

Woolfolk-Hoy, A., & Burke-Spero, R. (2005). Changes in teacher efficacy during the early years of teaching: A comparison of four measures. Teaching and Teacher Education, 21(4), 343–356.

Yıldırım, A., & Şimşek, H. (2008). Sosyal bilimlerde nitel araştırma yöntemleri (6. baskı.) [Qualitative research methods in social sciences (6th edition)]. Seçkin Publications.

Additional Files

Published

2022-12-10

How to Cite

Üstündağ Kocakuşak, N., & Akar Vural, R. (2022). The Effect of a Teacher Empowerment Programme on the Resilience Levels of Primary School Teachers. Psycho-Educational Research Reviews, 11(3), 513–529. https://doi.org/10.52963/PERR_Biruni_V11.N3.09