The aim of this research was to investigate secondary school teachers’ resilience difficulties in Taiwan. A stimulus for this research was that in the current society with rapid development of information technology and knowledge economy, the Ministry of Education (MOE) published a “108 Curriculum Guidelines” in the year 2019, with the aim of building up students’ talents, and further developing their abilities for lifelong learning. To respond the implementation of this policy, secondary school teachers need to have resilience to cope with upcoming challenges. Resilience is oncoming topic in the field of positive psychology that closely relates to individuals’ health, adaptation and integrated positive functioning after having adversities for a period of time. A survey was adopted to collect and analyze the data. 202 teachers (including 91 junior high school teachers and 111 senior high school teachers) from north, middle and south parts of Taiwan were selected based on snowball sampling for this research. The results revealed that “having difficulties in emotional regulation”, “instead of coping with optimism, having difficulties in changing mindset”, and “insufficient supportive system” were three main risk factors which echoed to previous research findings. This research also found that “time pressure and conflicts” and “insufficient opportunities for professional growth” were two risk factors which were rarely discussed in previous studies. Our results have implications for development of relevant resilience training modules for secondary school teachers as well as positive psychology education in secondary school education.
Jo-Yu Lee, Charles University, Czech Republic
Yu-chu Yeh, National Chengchi University, Taiwan
Zhi-Wen Wang, National Chengchi University, Taiwan