Trauma, Burnout, and Resilience of Syrian Primary Teachers Working in a War Zone

Autor/inn/en	Sharifian, Maryam S.; Hoot, James L.; Shibly, Othman; Reyhanian, Ardeshir
Titel	Trauma, Burnout, and Resilience of Syrian Primary Teachers Working in a War Zone
Quelle	In: Journal of Research in Childhood Education, 37 (2023) 1, S.115-135 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-8543
DOI	10.1080/02568543.2022.2076267
Schlagwörter	Trauma; Burnout; Resilience (Psychology); Foreign Countries; Elementary School Teachers; War; Emotional Response; Well Being; Beliefs; Religion; Syria + Suchen Sie Ihr Suchwort? Burn out (Psychology); Burnout-syndrom; Burnout-Syndrom; Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Krieg; Emotionales Verhalten; Well-being; Wellness; Wohlbefinden; Belief; Glaube; Syrien
Abstract	This study employed a mixed methodology to explore the relationship between trauma, burnout, and resilience of primary teachers working and living in Syria. Quantitative results suggested there were no significant differences between teachers' age, training, or education level and trauma and resilience. However, teacher training was found to be significantly related to emotional exhaustion. Furthermore, trauma and personal accomplishment was significantly related to resilience. An important finding in this study was that teachers with higher resilience levels appeared more likely to cope with war trauma. The findings of current research suggest that teacher resilience can be conceptualized by adapting the bioecological model of human development, since the supporting systems around teachers have a crucial impact on their psychological well-being and resilience. Sense of personal accomplishment appeared to play a major role in the resilience levels of teachers. Likewise, trauma and burnout were lower among teachers with higher levels of resilience. This study adds to previous research that faith and spirituality during adversity may be important factors in teacher resilience. Teacher training programs are also necessary to prepare teachers to increase their resilience through practice-based learning and professional development, not only in content areas but also in self-care. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01