希腊普通教育和特殊教育教师心理韧性建设的风险、保护因素及应对策略

IF 1.8 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Journal of School and Educational Psychology Pub Date : 2023-10-02 DOI:10.47602/josep.v3i2.48

Athena Daniilidou

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引用次数: 0

摘要

复原力受到个人和环境风险以及保护因素的影响，这些因素在每种情况下都是独特的。社会文化的不断变化影响着教育环境，并可能导致与教师心理弹性相关的新因素。为此，本研究旨在研究希腊普通教育和特殊教育教师弹性的风险和保护因素，以及如何将其纳入他们在工作场所面对逆境的策略中。对15名普通教育教师和11名特殊教育教师进行了定性调查。采用内容分析法对数据进行分析。结果表明，新的风险因素已经出现，但普通教育教师和特殊教育教师在风险因素和保护性弹性因素的优先级上差异不大。该研究还为教师应对工作挑战和增强弹性所使用的策略提供了见解。

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Risk and protective factors and coping strategies for building resilience in Greek general and special education teachers

Resilience is influenced by personal and environmental risk and protective factors that are unique in each context. The constant socio-cultural changes affect the educational context and may lead to new factors associated with teachers’ resilience. To this end, the present study aimed to examine the risk and protective factors of resilience in Greek general and special education teachers and how they are incorporated into the strategies they use to face adversities in their workplace. Qualitative data were collected from 15 general education and 11 special education teachers. Content Analysis was used to analyse the data. Results indicated that new risk factors have emerged, however, there were only minor differences in the prioritization of risk and protective resilience factors between general and special education teachers. The study also provided insights into the strategies used by teachers to deal with their working challenges and enhance their resilience.

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来源期刊

International Journal of School and Educational Psychology Social Sciences-Education

CiteScore

4.00

自引率

0.00%

发文量

期刊介绍： The International Journal of School & Educational Psychology (IJSEP) is the official journal of The International School Psychology Association (ISPA) and is a broad-based, interdisciplinary journal addressing issues of professional importance to the success of children, youth, and families in academics and in life. IJSEP seeks to bridge the gap in psychological and evidence-based practices in schools, and senior practitioners alike are invited to contribute papers to the journal. The Editor-in-Chief, Editors, and Editorial Board are made up of prominent scientists, scholars, and senior practitioners from around the world, and include eminent international and multidisciplinary reviewers who make recommendations about what articles should be published. The journal is unique in that it attempts to include the views of different individuals, and also seek to assist new researchers and practitioners in developing their scholarship. IJSEP follows a rigorous and double-blind anonymous peer review process and requires authors to meet all stylistic and ethical guidelines put forth in the most recent APA Publication Manual. The journal accepts empirical papers using quantitative, qualitative, and mixed-method methodologies that contribute to the knowledge base of any critical, international school or educational issues. Emphasizing the publication of outstanding research articles, IJSEP also considers literature reviews, methodological or theoretical statements related to teaching, learning, schooling, cross-cultural psychology, school psychological services, applied educational psychology, educational research, assessment, new models of instruction, and other school-related areas. While we realize that most learning takes place between ages 0 and 21, IJSEP also focuses on adult learning, special education services with individuals of all ages, and learning and schooling across the life-span.