Date

2022-9

Author

Gümüştekin, Öznur

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This study has many purposes, they are; (1) childhood in-service teacher’s beliefs about occupational resilience (2) to examine their views on occupational resilience, and (3) to explore the in-service early childhood teachers’ self-reported practices about occupational resilience. In this study, explanatory sequential mixed method was conducted, and qualitative data was utilized to deepen and enrich the quantitative data. Participants of the study consists of early childhood in-service teachers working at private and public preschools in the Karabağlar, Konak, Buca, Bornova, Balçova and Gaziemir districts of Izmir. In the study, a demographic information form and the "Occupational Resilience Belief Scale for Teachers and Teacher Candidates (OMDÖ)" were carried out with 233 early childhood teachers. A semi-structured interview was conducted with the participants who voluntarily participate in the data collection process (N=21). According to the findings of the study, mean scores in occupational resilience beliefs of in-service early childhood teachers were found 117.81 with the lowest score 84 and the highest score 130. It was found that educational levels of early childhood teachers include 2-Year High School graduation and post-Graduation degree have an effect on occupational resilience of early childhood teachers. In addition, type of institutions contains private preschools and public independent preschools have an impact on total occupational resilience scores. It has been also demonstrated that in-service, early childhood teachers agreed on importance of occupational resilience as a teacher by sharing the ability to work in difficult areas. On the other hand, they believed on working with individuals who are in a critical period and adapting to changing profiles of the children and parents. The views of in-service teachers’ self-reported practices about occupational resilience were also analyzed that they thought to be occupationally resilient. Participants of early childhood teachers reported as being patient, communicating well with all stakeholders, and not judging people as the qualities that make them occupationally resilient. They give an effort to be professionally developed and managing daily life more effectively to increase their occupational resilience. Many teachers expressed that they develop knowledge in profession and take time for themselves and the way of supporting their occupational resilience have some positive contributions to their practice.

Subject Keywords

Occupational resilience, Early childhood teachers, Teacher resilience

URI

https://hdl.handle.net/11511/99511

Collections

Graduate School of Social Sciences, Thesis