RRL
RESILIENCY MEANING
Resilience generally refers to optimism, bouncing back from adversity, or bettering oneself
through challenges. We define teacher resilience as a capacity to adapt that has been developed or
learned, and using strategies to overcome adversity and achieve “good outcomes despite serious threats
to adaptation or development” adaptation or development” (Masten, 2001, p. 228; Ainsworth &
Oldfield, 2019; Mansfield et al., 2012, 2016; Taylor, 2013).
Mullen-Shields-Tienken-AASA-JSP-2021-vol-18-no-1.pdf (researchgate.net)
Research confirms that poor working conditions, inadequate administrative support,
noncompetitive compensation, and subpar induction programs contribute to teacher attrition
(Allensworth et al., 2009; Boyd et al., 2011; Curtis, 2012; Dupriez et al., 2016; Fontaine et al., 2012;
Kukla-Acevedo, 2009; Sedivy-Benton & Boden-McGill, 2012).
School communities suffer from teacher shortages (Boyd et al., 2011). In Virginia, for
example,22% of teachers do not return after year one and 50% leave after year four (Qarni & Pianta,
2018). (EXAMPLE)
Regarding teachers’ decision to stay or leave, Kukla-Acevedo (2009) found that workplace
conditions (e.g., administrative support, financial support, paperwork, and stress) impacted the decision.
In Dupriez et al.’s (2016) study of teacher turnover and the reasons beginning teachers leave, job
conditions and teacher qualifications were predictive variables; being under-qualified and lacking
qualifications made it difficult to handle job conditions. Even teachers with additional qualifications (e.g.,
graduate degrees) were likely to leave, owing to environmental challenges like weak school cultures and
problems with teaching.
Teachers are the backbone of school communities, yet they leave their schools and even
teaching in droves. In the United States, teacher education programs cannot seem to produce enough
graduates to replace them (Qarni & Pianta, 2018) (example)
Teachers are the backbone of school communities, yet they leave their schools and even
teaching in droves. In the United States, teacher education programs cannot seem to produce enough
graduates to replace them (Qarni & Pianta, 2018)
These proportions can be even greater in underperforming, poorly resourced schools that
struggle with employing well-qualifiedteachers. Retaining teachers is particularly challenging in rural
communities with low socioeconomic status and schools serving a disproportionate ratio of underserved
groups (Allensworth et al., 2009). Such demographic factors impact teachers’ decision to remain in the
classroom (Perrachione et al., 2008).
To improve teacher retention and attract teachers, schools increase salaries, create induction
programs, incorporate professional development (PD), and add performance incentives (Garcia et al.,
2009). Perhaps surprisingly, the impact of teacher resilience on retention is under-researched (Mansfield
et al., 2016), particularly concerning veteran teachers. The present review adds to the body of
knowledge so teachers and schools can benefit.
Lived Experiences of Teachers in Coastal Areas toward Modular Instruction amidst the Covid-19
Pandemic
Speaking of coastal areas, Nusantari et al. (2020) analyzed the effectiveness of
environmentally-based science learning to enhance the environmentally-friendly character
of the elementary students in the coastal areas. This study was only one of the few in which
the locale was set in coastal areas similar to the present study. Whereas Paras et al. (2021)
study also explored the lived experiences of the public-school teachers during the
COVID-19 pandemic. The interview responses were analyzed through Interpretative
Phenomenological Analysis (IPA), and the results revealed the following: (1) most teachers
were significantly challenged by lack of resources, handling of students, submission of
school reports, and excessive workloads that contributed to stress and burnout; (2) the
occurrence of the digital age-limited most public-school teachers. They could hardly perform
specific tasks for the students virtually, provide an effective learning environment, and
communicate with students, given that the resources were inadequate; (3) public-school
teachers coped, resorting to the right communication and understanding in their
circumstances;and (4) teachers gained positive experiences despite stress and burnout; it
included their passion, relationships built, and the fulfillment of their duty. Hence, while the
study of Nusantari et al. (2020) was only relevant to the current study based on its locale,
the studies of Dangle & Sumaoang (2020) and Paras et al. (2021) were, so far, the only
studies found to be the most relevant when it comes to exploring the lived experiences of
teachers toward modular instruction amidst the COVID-19 pandemic.
