عنوان مجله
|
Asian-Pacific Journal of Second and Foreign Language Education
|
کلیدواژهها
|
Teacher education, Teacher Resilience, Bilingual setting, Non-profit
institutes, State schools, Mixed-methods research
|
چکیده
|
The present mixed-methods study investigated the factors that build Iranian bilingual Azeri-Persian English as a foreign language teacher resilience (TR) in non-profit
and state schools. To do so, 205 male and female teachers selected through snowball
sampling from several schools in different regions of Iran participated in this study. In
the quantitative phase, the Connor and Davidson resilience scale (CD-RISC) was utilized
to measure TR. First, the factor structure of the scale was ensured through testing
confirmatory factor analysis (CFA). Results indicated that all the five factors of TR tested
by the CD-RISC were evident among all the respondents, and there were no significant
differences between the factors building TR in state and non-profit schools. For the
qualitative phase, 26 male and female teachers selected through purposive sampling
participated in semi-structured interviews which were thematically analyzed through
MAXQDA software. The findings revealed that while state school teachers perceived
satisfactory curriculum and policies and consulting with colleagues as the building
factors for TR, non-profit school teachers highlighted teacher training courses, teacher-student rapport, and students’ progress as the important factors. The pedagogical
implications of this study for teacher education are explained.
|