Salvo-Garrido Sonia, Cisternas-Salcedo Pilar, Polanco-Levicán Karina
Departamento de Matemática y Estadística, Universidad de La Frontera, Temuco 4780000, Chile.
Independent Researcher, Temuco 4780000, Chile.
Behav Sci (Basel). 2025 Mar 2;15(3):292. doi: 10.3390/bs15030292.
Teachers' ability to manage stress and daily challenges is crucial to their professional development and well-being. By examining how Chilean elementary school teachers perceive the growth in their resilient behavior, this study seeks to determine the predominant factors that foster resilience in these individuals. Sixty-three public school teachers participated in semi-structured interviews as part of a qualitative analysis employing deductive and inductive coding. The results show that teacher resilience is built through a complex interaction between personal, professional, and contextual factors. Among the most important factors are self-care, psychosocial support, and an institutional environment that facilitates teachers' emotional well-being. Relationships with students and their families also support this resilience, creating an atmosphere of trust and collaboration in the classroom. The study highlights that strengthening resilience not only improves the teaching experience but also has a positive impact on students' well-being and academic performance. Integrating self-care strategies, support networks, and family alliances in teacher training and education policies is essential to developing healthy and sustainable school environments. The study concludes by emphasizing the importance of specific training programs that give teachers effective tools to manage stress and adversity better. Although limited to elementary education in Chile, this study invites future research that expands the analysis to other education levels and cultural settings, offering a more comprehensive view of resilience in education.
教师应对压力和日常挑战的能力对其职业发展和幸福感至关重要。通过研究智利小学教师如何看待自身韧性行为的增长，本研究旨在确定促进这些个体韧性的主要因素。六十三名公立学校教师参与了半结构化访谈，这是一项采用演绎和归纳编码的定性分析的一部分。结果表明，教师的韧性是通过个人、专业和情境因素之间的复杂相互作用建立起来的。其中最重要的因素包括自我关怀、心理社会支持以及有利于教师情感幸福的制度环境。与学生及其家庭的关系也有助于这种韧性，在课堂上营造出信任与合作的氛围。该研究强调，增强韧性不仅能改善教学体验，还对学生的幸福感和学业成绩有积极影响。将自我关怀策略、支持网络和家庭联盟纳入教师培训和教育政策对于创建健康和可持续的学校环境至关重要。该研究最后强调了特定培训项目的重要性，这些项目能为教师提供更有效地应对压力和逆境的工具。尽管该研究仅限于智利的基础教育，但它呼吁未来的研究将分析扩展到其他教育水平和文化背景，以更全面地了解教育中的韧性。
