Purpose

The purpose of this paper is threefold. Firstly, a new concept, teacher buoyancy, is introduced. Based on the significance to study how teachers bounce back from minor and frequent setbacks (vs. major adversities emphasized in resilience) in their daily work and the research on buoyancy by Martin and Marsh, a dual-component framework to conceptualize this new concept is introduced. Secondly, the development of a new instrument, the Teacher Buoyancy Scale (TBS), to measure it is presented. Thirdly, results of a study using the TBS are reported, which provide insights into how teacher buoyancy can be fostered.

Design/methodology/approach

The study employed a quantitative design. A total of 258 teachers taking a part-time initial teacher education (ITE) program completed the TBS. Their responses were analyzed by exploratory factor analysis (EFA). In addition to descriptive statistics and reliability coefficients, Pearson correlation coefficients were calculated to examine the relationship among the factors.

Findings

The data analysis indicated five factors, namely, Coping with difficulties, Bouncing back cognitively and emotionally, Working hard and appraising difficulties positively, Caring for one's well-being and Striving for professional growth. These factors can be readily interpreted by the dual-component framework. Correlations among the factors further revealed that enabling factors can be subdivided into more proximal personal strengths relating to direct coping, and more distal personal assets pertaining to personal well-being. It is the latter that correlates most highly with perceived teacher buoyancy.

Originality/value

The most original contribution of this paper is the proposal of the new concept of teacher buoyancy which is teachers' capacity to deal with the everyday challenges that most teachers face in their teaching. The delineation between buoyancy and resilience sharpens the focus of the problem domain that is most relevant to teachers. The development of the TBS provides a useful and reliable instrument to examine teacher buoyancy in future studies.

中文翻译：

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教师浮力的探索性研究

目的

本文的目的有三个。首先，引入了一个新概念，即教师浮力。基于研究教师如何从日常工作中的轻微和频繁的挫折（相对于弹性强调的重大逆境）中恢复过来的意义以及 Martin 和 Marsh 对浮力的研究，引入了一个双组件框架来概念化这个新概念. 其次，介绍了一种新仪器的开发，即教师浮力量表 (TBS)，以对其进行测量。第三，报告了使用 TBS 的研究结果，这些结果提供了有关如何培养教师浮力的见解。

设计/方法/方法

该研究采用定量设计。共有 258 名参加兼职初级教师教育 (ITE) 计划的教师完成了 TBS。他们的反应通过探索性因素分析（EFA）进行分析。除了描述性统计和可靠性系数外，还计算了 Pearson 相关系数以检查因素之间的关系。

发现

数据分析表明五个因素，即应对困难、认知和情感上的反弹、努力工作和积极评价困难、关心自己的幸福和追求职业成长。这些因素可以很容易地通过双组件框架来解释。这些因素之间的相关性进一步表明，促成因素可以细分为与直接应对相关的更近端的个人优势，以及与个人福祉相关的更远端的个人资产。后者与感知到的教师浮力最相关。

原创性/价值

本文最原始的贡献是提出了教师浮力的新概念，即教师应对大多数教师在教学中面临的日常挑战的能力。浮力和弹性之间的划分突出了与教师最相关的问题领域的焦点。TBS 的发展提供了一个有用和可靠的工具来检查教师在未来学习中的积极性。