Effect of Secondary School Teachers’ Resilience on Their Psychological Well-Being

Abstract

This study explores how teachers' resilience impacts their psychological well-being. A positivist approach is employed in this study, utilizing quantitative methods for precise analysis to evaluate the phenomena. The study employed a quantitative, causal-comparative research method to determine the impact of teachers' resilience on their psychological well-being. The ability of educators to embrace, adjust, persevere, and thrive amidst challenges is referred to as their resilience. Conversely, psychological well-being refers to the condition of experiencing happiness and contentment in life. Data were collected using two instruments: the Teachers' Resilience Scale (TRS) and Ryff's Psychological Well-being Scale. The study employed a multistage sampling technique to gather data from a sample of 512 teachers across 33 secondary schools (both boys and girls) in the Lahore district. To validate the reliability of the scales, a pilot test was conducted. The scores recorded were TRS 0.845 and PWBS 0.809. The data was analyzed using the Statistical Package for Social Science software. The findings indicate that the Pearson correlation (r = 0.61) demonstrated a significant positive relationship between the two variables. The regression analysis score shows a 61% variation in psychological well-being due to teachers' resilience. The study's findings indicated that teachers with higher resilience have good psychological well-being. Future studies may examine the additional factors impacting resilience and well-being while creating targeted interventions for teachers.