Examining the Relationship Between Teachers’ Patience Levels and Professional Resilience

Abstract

The purpose of this research is to examine the relationship between teachers' patience levels and their professional resilience. In this research, which was designed in a relational survey model, the “Teacher Patience Scale” developed by Meriç and Erdem (2022) and the “Teacher Professional Resilience Scale” developed by Näswall, Malinen, Kuntz, and Hodliffe (2019) and adapted into Turkish by Limon (2022) were used as data collection tools. The sample of the research consists of 404 teachers working in public schools in the Kartal and Tuzla districts of Istanbul. According to the research findings, it was found that the teachers' patience levels and professional resilience levels were high. In addition, while the patience and professional resilience levels of teachers do not show a statistically significant difference according to the gender of the teachers, their educational status, and the number of teachers working in their schools, they show statistically significant differences according to their professional seniority and educational levels. These differences are in favor of teachers working in primary and secondary schools and teachers with lower seniority. According to another finding obtained from the research, there is a positive, high, and significant relationship between teachers' patience levels and their professional resilience levels. As a result of the regression analysis, it was seen that teacher patience was a significant predictor of professional resilience. Teacher patience explains 73% of professional resilience.