ABSTRACT

Teachers are at risk to suffer from burnout and adverse mental health as a result of work-related stress and conflicts. The development of teacher resilience depends upon a complex interaction between extraneous factors (i.e. administrative and social support), and, intrinsic factors (i.e. personal values). Although it is known that personal faith plays a crucial in the development of resilience in different contexts (i.e. emotional exhaustion, illness), it remains questionable whether there is a possible relationship between teacher resilience and personal faith. The present project addresses this gap in knowledge by investigating narrative accounts of teachers’ individual experiences with resilience in relation to their personal faith. The Thematic Analysis of two group interviews with 16 teachers indicates that the teachers’ personal faith provided religiously motivated narrative frameworks that facilitated the interpretation of one’s experiences. By resonating with basic constituents of identity construction (i.e. meaning, distinctiveness, self-esteem), the religious interpretation of conflicts shielded the teachers’ identity from threat in times of distress. In conclusion, the present study’s exploratory results suggest that personal faith may improve teacher resilience. Future, large-scale studies may provide further evidence to reconsider the role of religious education in teacher training as important factor in the development of teacher-resilience.

摘要

由于与工作相关的压力和冲突，教师面临倦怠和不良心理健康的风险。教师适应力的发展取决于外在因素（即行政和社会支持）和内在因素（即个人价值观）之间的复杂相互作用。尽管众所周知，个人信仰在不同环境（即情绪衰竭、疾病）下对韧性的发展起着至关重要的作用，但教师韧性和个人信仰之间是否存在可能的关系仍然值得怀疑。本项目通过调查教师个人经历与个人信仰相关的弹性经历的叙述来解决这一知识差距。对 16 位教师的两组访谈的主题分析表明，教师的个人信仰提供了宗教动机的叙事框架，有助于解释个人经历。通过与身份建构的基本要素（即意义、独特性、自尊）产生共鸣，对冲突的宗教解释使教师的身份在遇险时免受威胁。总之，本研究的探索性结果表明，个人信仰可能会提高教师的韧性。未来，大规模研究可能会提供进一步的证据，以重新考虑宗教教育在教师培训中的作用，作为教师韧性发展的重要因素。通过与身份建构的基本要素（即意义、独特性、自尊）产生共鸣，对冲突的宗教解释使教师的身份在遇险时免受威胁。总之，本研究的探索性结果表明，个人信仰可能会提高教师的韧性。未来，大规模研究可能会提供进一步的证据，以重新考虑宗教教育在教师培训中的作用，作为教师韧性发展的重要因素。通过与身份建构的基本要素（即意义、独特性、自尊）产生共鸣，对冲突的宗教解释使教师的身份在遇险时免受威胁。总之，本研究的探索性结果表明，个人信仰可能会提高教师的韧性。未来，大规模研究可能会提供进一步的证据，以重新考虑宗教教育在教师培训中的作用，作为教师韧性发展的重要因素。