15. Making the Transition into Teacher Education: Resilience as a Process of Growth

EFL/ESL Teacher’s Resilience, Academic Buoyancy, Care, and Their Impact on Students’ Engagement: A Theoretical Review

“…From Cohen et al's (2011) viewpoint, resilience is a dynamic process dependent on many psychological, biological, and environmental-contextual processes besides individual traits, familial aspects, and the social milieu in which one lives. Similarly, Kostoulas and Lämmerer (2018) regarded resilience as an attribute emerging from a resilient system and comprises three groups of correlating constructs, that is, inner strengths, external support structures, and learned strategies. Despite these various definitions for resilience, there are two commonalities and conditions among all of them.…”

Exploring Greek EFL Teachers’ Resilience

“…Several researchers have identified resilient teachers as those who derive satisfaction from their work, respond positively in stressful in-class situations, and demonstrate effective strategies for handling difficult situations and/or students (Stanford, 2001;Tait, 2008). Kostoulas and Lämmerer (2018) argue that resilience can be conceptualised as emerging within a resilience system which encompasses three clusters of interrelating constructs, namely, inner strengths, external support structures, and learned strategies.…”

“…However, male teachers in head positions are reported to be more resilient (Lazaridou & Beka, 2014) and males are also found to be more resilient in posttraumatic reports (Bonanno, Galea, Bucciareli, &Vlahov, 2007;Rodriguez-Llanes, Vos, &Guha-Sapir, 2013). Still, for some researchers, gender does not appear to be a decisive factor in determining teachers' resilience (Brouskeli et al, 2018), pre-service teachers' resilience (Kostoulas & Lämmerer, 2018), or general population resilience (Lundman, Strandberg, Eisemann, Gustafson, & Brulin, 2007;Wagnild, 2016).…”

“…In regard to age, a number of studies show that this is not a decisive factor for teachers' resilience (Brouskeli et al, 2018;Daniilidou, 2018;Siourla, 2018) or preservice teachers' resilience (Kostoulas & Lämmerer, 2018). However, in contrast, Botou et al (2017, p. 148) found that, "[o]lder and with more years of service teachers predominate in resilience" and the same is reported in research conducted by Zografou (2016) and Velesioti, Kotrotsiou, Gouva and Andreou (2018).…”

“…Velesioti et al (2018) and Koudigeli (2017), in particular, claimed that teachers with more than fifteen years of teaching experience tend to be more resilient. In an English for Specific Purposes (ESP) context, Estaji and Rahimi (2014) found that highly experienced teachers appear to be more resilient, while Kostoulas and Lämmerer (2018), in a pre-service teachers' context, suggested slightly higher levels of resilience for participants with some kind of teaching experience. Yet, the opposite was reported in research conducted regarding other stressful occupations, such as police officers, who showed a decline of resilience as the years of service advance (Balmer, Pooley, & Cohen, 2014;Prati & Pietrantoni, 2010).…”