Resilience Levels of Prospective Teachers

Sureka N and P. Nithila Devakarunyam

St. Christopher’s College of Education, India

Keywords: Resilience, Prospective Teachers, Cope, Challenges.

Abstract: Resilience is the ability to run risk and cope adaptively to face challenges. The purpose of the study was to

find out the other significant association between the resilience levels of prospective teachers. Survey method

was employed for this study. Data were collected from 350 prospective teachers in Chennai district. Findings

revealed that resilience levels of prospective teachers are not moderate in nature and there is a significant

difference in resilience levels of prospective teachers with respect to educational qualification, year of study

and type of institutions.

1 INTRODUCTION

Resilient teachers are dynamic and socially

approachable to their environmental context. As

teachers are second parents to their students, they

need to be resilient and they can face challenges of

tomorrow as well as be better to fulfill their students’

needs. As resilience is one of the required traits of

21st century, especially in times like pandemic that

we are currently facing, it is crucial to know how

resilient our women prospective teachers are so that

they will be good role models of resilience to their

students. Goleman (1995) explains resilience in

relation to “emotional intelligence” which is an

essential life skill. Bonanno (2004) defined resilience

as the capacity of individuals exposed to a negative

event to remain healthy. The study was limited to

teachers in Chennai city and among seven dimensions

coping skill scores only analyzed..

2 LITERATURE REVIEW

Baratz, L. (2015). Studied on “Israeli teacher

trainees’ perceptions of the term moral resilience”.

The aim of this study was to present an approach for

creating an educational process that can affect teacher

trainees’ moral resilience, while investigating the

manner in which they – as teachers – perceive the

concept of moral resilience.

Findings: Two major themes conceptualized.

The role of the organization in which the teaching

takes place, and Mechanisms that contribute to the

development of moral values, which creates

resilience.

Parihar, P. B., & Tiwari, T. (2019). Studied on

resilience of Prospective teachers in Mehsana city.

The aim of the study was to find any significant

difference in prospective teacher’s resilience with

respect to Gender, Caste, Types of College and

Discipline. Sample size: 244. Sampling technique:

Incidental sampling technique. Instrument: Self-

constructed Resilience Scale. Findings: Prospective

Teachers of Commerce were found to be significantly

higher than that of Arts and Science prospective

teachers.

3 METHODOLOGY

Methods: A Descriptive Survey method. Population:

prospective teachers in Chennai. Sample size: 350.

Instrument used to measure resilience: CD-RISC-25

(Connor and Davidson, 2003). Dimensions of this

scale are: Hardiness, Coping,

Adaptability/flexibility, Meaningfulness, Optimism,

Regulation of emotion and cognition, and Self-

efficacy.

3.1 Objectives

The study aims to assess the resilience levels and

coping skills among potential teachers in Chennai

N, S. and Devakarunyam, P.

Resilience Levels of Prospective Teachers.

DOI: 10.5220/0012515000003792

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 1st Pamir Transboundary Conference for Sustainable Societies (PAMIR 2023), pages 851-854

ISBN: 978-989-758-687-3

851

Table 1: Levels of resilience of prospective teachers.

Levels

Levels of

resilience

Percentage

Low

012

03.42

Moderate

155

44.29

High

183

52.29

TOTAL

350

100.00

district, examining variations based on educational

qualifications, year of study, marital status, and the

type of institutions they belong to. It seeks to identify

any notable differences in resilience among these

groups, aiming to understand how these factors

potentially influence or correlate with the resilience

and coping skill levels of prospective teachers.

Table 2: levels of resilience as per qualifications.

Educational

Qualification

N Mean S.D t - value p - value

Undergraduate 222 88.19 20.094

4.459 0.000

Post Graduate 128 78.09 20.993

Table 3: t-test to find out significant difference in resilience

levels of prospective teachers with respect to year of study.

Year of

Study

N Mean S.D

t -

value

p - value

First Year 167 81.56 20.712

2.525 0.012

Second Year 183 87.18 20.904

Table 4: t-test to find out significant difference in resilience

levels of prospective teachers with respect to marital status.

Marital

status

N Mean S.D

t -

value

p -

value

Single

261

83.92

20.762

0.871 0.385

Married 89 86.20 21.607

3.2 Hypothesis

The resilience levels among potential teachers in

Chennai district appear moderate overall. When

examining various factors like educational

qualifications, year of study, marital status, and type

of institutions, there were no discernible differences

in resilience levels observed. Similarly, the resilience

coping skill levels across these factors did not show

any significant variations among the prospective

teachers under study.

Table 5: t-test to find out significant difference in resilience

levels of prospective teachers with respect to type of

institution

Type of

Institution

N Mean S.D

t -

value

p -

value

Government

Aided

192 88.80 18.978

4.335 0.000

Private 158 79.27 22.124

Table 6: t-test to find out significant difference in resilience

coping skill level of prospective teachers with respect to

educational qualification.

Educational

Qualification

N Mean S.D

t -

value

p -

value

Undergraduate 222 16.77 4.262

3.549 0.000

Post Graduate 128 15.05 4.597

Table 7: t-test to find out significant difference in resilience

coping skill level of prospective teachers with respect to

year of study.

Year of

Study

N Mean S.D

t -

value

p - value

First Year 167 16.80 4.165

0.620 0.536

Second

Year

183 16.47 4.434

Table 8: t-test to find out significant difference in resilience

coping skill level of prospective teachers with respect to

marital status.

Type of

Institution

N Mean S.D

t -

value

p -

value

Single 261 16.03 4.471

0.809 0.420

Married 89 16.47 4.434

Table 9: t-test to find out significant difference in resilience

coping skill level of prospective teachers with respect to

type of institution.

Type of

Institution

Mean

S.D

t -

value

p -

value

Government

Aided

192

17.08

4.120

4.440

0.000

Private

158

15.01

4.603

3.3 Data Analysis and Interpretation

Hypothesis: Table 1 shows resilience levels of

prospective teachers are moderate in nature

Interpretation: From the Table 1, moderate scores

are (012 < 155 < 183) greater than low and less

than high scores. So, null hypothesis is rejected.

PAMIR 2023 - The First Pamir Transboundary Conference for Sustainable Societies- | PAMIR

852

Hence, resilience levels of prospective teachers

are not moderate in nature.

Hypothesis: The table 2 shows, there is no significant

difference in the resilience levels of prospective

teachers with respect to educational qualification.

Interpretation: Since the p – value (0.000) is less than

0.05, the null hypothesis is rejected. Hence, it is

concluded that there is significant difference in

resilience levels of prospective teachers with

respect to educational qualification.

Hypothesis: Table 3 shows there is no significant

difference in resilience levels of prospective

teachers with respect to year of study.

Interpretation: Since the p – value (0.012) is less than

0.05, null hypothesis is rejected. Hence, it is

concluded that there is significant difference in

the resilience levels of prospective teachers with

respect to year of study.

Hypothesis: Table 4 shows there is no significant

difference in resilience levels of prospective

teachers with respect to marital status.

Interpretation: Since the p – value (0.385) is greater

than 0.05, null hypothesis is accepted. Hence, it is

concluded that there is no significant difference in

resilience levels of prospective teachers with

respect to marital status.

Hypothesis: Table 5 shows there is no significant

difference in resilience levels of prospective

teachers with respect to type of institution.

Interpretation: Since the p – value (0.000) is less than

0.05, null hypothesis is rejected. Hence, it is

concluded that there is significant difference in

resilience levels of prospective teachers with

respect to type of institution.

Hypothesis: Table 6 shows there is no significant

difference in resilience coping skill level of

prospective teachers with respect to educational

qualification.

Interpretation: Since the p – value (0.000) is less than

0.05, null hypothesis is rejected. Hence, it is

concluded that there is significant difference in

resilience coping skill level of prospective

teachers with respect to educational qualification.

Hypothesis: Table 7 shows there is no significant

difference in resilience coping skill level of

prospective teachers with respect to year of study.

Interpretation: Since the p – value (0.536) is greater

than 0.05, null hypothesis is accepted. Hence, it is

concluded that there is no significant difference in

resilience coping skill level of prospective

teachers with respect to year of study.

Hypothesis: Table 8 shows tThere is no significant

difference in resilience coping skill level of

prospective teachers with respect to marital status.

Interpretation: Since the p – value (0.420) is greater

than 0.05, the null hypothesis is accepted. Hence,

it is concluded that there is no significant

difference in resilience coping skill level of

prospective teachers with respect to marital status.

Hypothesis: The Table 9 shoes there is no significant

difference in resilience coping skill level of

prospective teachers with respect to type of

institution.

Interpretation: Since the p – value (0.000) is less than

0.05, null hypothesis is rejected. Hence, it is

concluded that there is significant difference in

the resilience coping skill level of prospective

teachers with respect to type of institution.

4 DISCUSSIONS

The present study reveals that the resilience levels of

women prospective teachers are not moderate in

nature. This result is inconsistent with previous study

(Ee, J., & Chang, A. S. C. 2010). Findings of this

study also revealed that there is significant difference

in the resilience levels and resilient coping skill level

of prospective teachers with respect to educational

qualifications, year of study and type of institutions.

Prospective teachers may need to be known the

uniqueness of resilience and how they can be highly

resilient in life. Institutions should Conduct Alumni

program for fostering personal and professional

relationships, and encourage continuing contact

through social media after graduation. Field service

camps organized in institutions can also build the

resilience of prospective teachers highly.

REFERENCES

Baratz, L. (2015). Israeli teacher trainees’ perceptions of

the term moral resilience. Journal for Multicultural

Education.

Bonanno, G.A., 2004. Loss, trauma and human resilience:

have we underestimated the human capacity to thrive

after extremely aversive events? The American

Psychologist 59 (1), 20–28.

Ee, J., & Chang, A. S. C. (2010). How resilient are our

graduate trainee teachers in Singapore?.

Goleman, D. (1995). Emotional intelligence. London:

Bloomsbury.

Parihar, P. B., & Tiwari, T. (2019). A study of prospective

teacher’s resilience of b. Ed. Colleges of Mehsana city.

Researchers' Guild, 2(1), 31-42.

Smith, B. W., Dalen, J., Wiggins, K., Tooley, E.,

Christopher, P., & Bernard, J. (2008). The brief

resilience scale: assessing the ability to bounce back.

Resilience Levels of Prospective Teachers

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International journal of behavioral medicine, 15(3),

194-200.

Waterhouse, A. (2019). Circles for Learning: A small group

and whole class project for schools to support the

development of positive strategies for Mental Health

and Wellbeing (Doctoral dissertation, University of

York).

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