Bahonar University of Kerman
Abstract: (59 Views)
Objective: This study aimed to design a model of professional resilience of Iranian elementary school teachers and to examine the role of principals' transformational leadership in strengthening this construct. Professional resilience was defined as a key factor in facing educational challenges and maintaining teachers' well-being, and the necessity of examining the organizational and individual factors affecting it was emphasized.
Materials and Methods: The study used a sequential exploratory mixed design. In the qualitative phase, the views and experiences of 25 elementary school teachers in Kerman (18 women, 7 men, average age 38 years) were examined using semi-structured interviews and focus group discussions.
Discussion and Conclusion: Thematic analysis defined professional resilience as a multidimensional construct comprising the ability to overcome challenges, maintain well-being, adapt to changes, and find meaning in work. Influencing factors included organizational support (particularly from transformational leaders), positive colleague relationships, self-efficacy, and professional growth opportunities. In the quantitative phase, the Professional Resilience of Teachers Questionnaire (PRTQ) and Transformational Leadership Questionnaire (TLQ) were distributed among 350 primary school teachers in Kerman (220 women, 130 men, mean age = 39 years, mean teaching experience = 12 years). Results showed above-average mean scores for both professional resilience (M = 3.85, SD = 0.62) and transformational leadership (M = 4.12, SD = 0.58), with a significant positive correlation between them (r = 0.68, p < 0.001). Regression analysis revealed transformational leadership predicted 48% of the variance in teachers' professional resilience (R² = 0.48, F(4, 345) = 80.25, p < 0.001). Structural equation modeling demonstrated good fit for the proposed model of direct and indirect effects of transformational leadership on resilience through organizational support and self-efficacy. The study highlights the crucial role of transformational leadership in enhancing primary teachers' professional resilience, and the proposed model can serve as a basis for designing educational interventions and professional development programs for teachers and administrators.
Materials and Methods: The study used a sequential exploratory mixed design. In the qualitative phase, the views and experiences of 25 elementary school teachers in Kerman (18 women, 7 men, average age 38 years) were examined using semi-structured interviews and focus group discussions.
Discussion and Conclusion: Thematic analysis defined professional resilience as a multidimensional construct comprising the ability to overcome challenges, maintain well-being, adapt to changes, and find meaning in work. Influencing factors included organizational support (particularly from transformational leaders), positive colleague relationships, self-efficacy, and professional growth opportunities. In the quantitative phase, the Professional Resilience of Teachers Questionnaire (PRTQ) and Transformational Leadership Questionnaire (TLQ) were distributed among 350 primary school teachers in Kerman (220 women, 130 men, mean age = 39 years, mean teaching experience = 12 years). Results showed above-average mean scores for both professional resilience (M = 3.85, SD = 0.62) and transformational leadership (M = 4.12, SD = 0.58), with a significant positive correlation between them (r = 0.68, p < 0.001). Regression analysis revealed transformational leadership predicted 48% of the variance in teachers' professional resilience (R² = 0.48, F(4, 345) = 80.25, p < 0.001). Structural equation modeling demonstrated good fit for the proposed model of direct and indirect effects of transformational leadership on resilience through organizational support and self-efficacy. The study highlights the crucial role of transformational leadership in enhancing primary teachers' professional resilience, and the proposed model can serve as a basis for designing educational interventions and professional development programs for teachers and administrators.
Keywords: Teachers' professional resilience, Transformational leadership, Elementary teachers, Model design, Blended approach.
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