The Study of Exploratory Structural Equation Model for Teachers’ Resilience
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Abstract
Resilience was important for teachers’ quality of life and work, and it affected students and schools. Understanding the factors affecting teachers’ resilience probably led to effective enhancement of the teachers’ ability to be resilient. This research aimed to study and validate the exploratory structural equation model of resilience among teachers. Samples were 304 secondary school teachers from schools under the Office of the Basic Education Commission and schools of the Ministry of Higher Education, Science, Research and Innovation selected using stratified random sampling. Research instruments were scales for measuring resilience, self-efficacy, social support, well-being, and reflective thinking scales. Data were analyzed using the exploratory structural equation model. Research results indicated that the exploratory structural equation model of teachers’ resilience was consistent with the empirical data. The 15.8% of variance in teachers’ well-being were explained by self-efficacy and social support. The teachers’ self-efficacy had statistically significant positive effects on their well-being. Social support had statistically insignificant positive effects on well-being of teachers. The 44.7% variance in the teachers’ resilience was explained by their self-efficacy, social support, well-being, and reflective thinking. Self-efficacy, social support, well-being, and reflective thinking had statistically significant positive effects on the resilience of teachers.
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