Development and validation of Vietnam teachers' resilience scale instrument: A four-factor model

Existing studies on resilience measures tailored explicitly to teachers are relatively scarce, and the development of teacher resilience scales in developing Asian nations is lacking. To address this gap, we developed the Vietnam Teachers' Resilience Scale (VITRS), drawing on the Teachers' Resilience Scale (Daniilidou & Platsidou, 2018) and the Multidimensional Teachers' Resilience Scale (Mansfield & Wosnitza, 2015; Peixoto et al., 2020). The VITRS comprises 20 items across four dimensions (Social, Professional, Emotional, and Motivational resilience), demonstrating psychometric properties. The VITRS exhibits high reliability and validity and can serve as a significant assessment tool for high school and university teachers. This enables them to measure their resilience and prepare effectively to face and adapt to adversity. Despite these limitations, this study opens new avenues for future research.

Review on the conceptual framework of teacher resilience

Resilience is the ability to bounce back from setbacks and adapt to new circumstances. Resilient teachers can handle these issues. In this case, it's proposed to interpret the recent decade's resilience research on teachers. Provide a conceptual framework for teacher resilience factors. The Scopus database was used to collect articles. The titles and abstracts of articles were read one by one. As a result, 22 articles were included in the data analysis. The country where the data were collected, the aims of the study, the education level which the participants working, the sample size, the scale used, and the variables included in the study are marked in the full text. Most studies were effect determination, correlation, or exploratory. Initially, age and gender inequalities among instructors were examined. Postgraduate instructors are more resilient than undergraduates. Psychological factors, workplace variables, and teacher competency and attributes are used to study teacher resilience. Teachers' resilience negatively impacts depression, stress, anxiety, well-being, and mood. Quality of life and well-being are positively connected. Job crafting, work engagement, and working environment are favorably connected, whereas job burnout and turnover intention are adversely correlated. Resilience was positively connected with emotion regulation, empathy, others' emotion evaluation, teacher competence, teacher self-efficacy, and self-esteem in teachers. Anger, anxiety, mindfulness, pleasure, social support, fear, and training affect teachers' resilience. Teachers' resilience affects stress, depersonalization, personal accomplishment, emotional exhaustion, children's resilience, job engagement, happiness, well-being, self-care, and success.

Tears and cheers: A narrative inquiry of a doctoral student's resilience in study abroad

The existing literature has revealed many issues related to Ph.D. students' wellbeing, such as anxiety and stress, which are likely to cause Ph.D. student attrition or dropout. As one of the key coping strategies against psychological burnout, resilience has received increasing attention among various teacher groups. However, it still lacks a systematic understanding of students, in particular overseas Ph.D. students. This article explores doctoral students' resilience through a narrative inquiry into the resilience-building process of a Ph.D. student in language and linguistics, Hongxia, in the United Kingdom. Drawing on the research methods and results of resilience from teachers, this study examines Hongxia's lived experience as a Ph.D. student throughout her 3 years of learning and research and uncovers the dynamic and multifaceted process of resilience building as the interplay between Ph.D. students' agency, peers, supervisors, academics, families, and friends. The current research supports the value of narrative inquiry, in particular critical story analysis, as a tool for studying the resilience-building processes in Ph.D. students during their candidature. It also hopes to provide insight for administrators, supervisors, and other related stakeholders on their intervention to support and facilitate the research journey of doctoral students.

Resilience in Teachers: Validation of the Spanish Version of the CD-RISC10© Scale in Early Childhood, Primary and Special Education Teachers

Schools are a fundamental context for processes of promotion and generation of resilience, since they focus not only on aspects of academic development, but also of personal and social development. Resilience in the teacher has a dual function. On the one hand, as resilient professionals, teachers can foster the development of resilience in their students; on the other hand, teaching resilience facilitates their own personal and professional well-being. Despite research highlighting the benefits of resilience in education, there is scarce research focused on assessing resilience in teachers. Thus, the aim of this paper is to analyze the psychometric properties of the Spanish version of Connor and Davidson's 10-item resilience scale (CD-RISC 10©) in a sample of 290 teachers. A confirmatory factorial analysis (CFA) is performed, which shows that the 10 items on the CD-RISC 10© Resilience Scale form a one-dimensional structure, with high reliability, McDonald's Omega coefficient (ω = 0.80) and Cronbach's alpha coefficient (α = 0.87). The results obtained in this work support the use of the scale for the assessment of resilience in teachers of Infant, Primary and Special Education, which is considered very useful, not only to know their degree of resilience, but also to assess the effectiveness of training programs.

Development and Psychometric Properties of a Scale to Measure Resilience among Portuguese University Students: Resilience Scale-10

Higher education students lack skills to deal in a positive way with the crises inherent to the developmental phase in which they find themselves. However, the complexity of the current global context adds an urgent need for them to be resilient. For this purpose, it is necessary to evaluate their capacity for resilience, which requires the use of instruments that are easy to access, useful, simple, and fast. In this sense, this study aimed to develop and validate a scale to assess students’ resilience in the face of adversity. The scale was administered to a sample of 2030 Portuguese higher education students. The results obtained pointed towards a factorial structure composed of two factors named “self-determination” and “adaptability”, which showed good internal consistency. Therefore, this scale proved to be a valid measure to assess resilience among the university population. Future studies may consider this variable as an intervention target since it can be a predictor of success in phases of change and crisis.