Modifiable Psychological Mechanisms of Resilience Among UK Trainee and Newly Qualified Teachers.

Abstract

Teaching is identified as a stressful occupation, with elevated levels of burnout among the profession. Research suggests that resilience may buffer against stress and psychological distress and potentially be a useful resource for this occupational group. This research aimed to identify mechanisms associated with trainee teachers' resilience across time. Using the cognitive model of resilience, we examined interpretation bias and emotion regulation as cognitive mechanisms associated with resilience. The study investigated whether these cognitive processes have an association with trainee teachers' resilience during teacher training and in the first year as teachers in two 1-year longitudinal online studies. Study 1 commenced before COVID-19 pandemic (September 2019), but ended during ongoing pandemic-related restrictions. Study 2 was conducted as a replication study, commenced during COVID-19 (May 2020). Resilience, short-term stress, chronic perceived stress, and cognitive mechanisms (interpretation bias, emotion regulation) were assessed at baseline (during teacher training), with resilience and short-term stress monitored at the 8-month and 13-month follow-ups. Across both studies, cross-sectional and longitudinal relationships were found between perceived stress, cognitive mechanisms, and resilience. Positive interpretation bias predicted trainee teachers' resilience across time, suggesting that it is likely to be a good target for interventions to promote resilience.