Teacher resilience matters: a buffering and boosting effect between job driving factors and their well-being and job performance

ABSTRACT

This study investigated the mediation role of teacher resilience between job demands and resources and their well-being and job performance using a sample of 407 teachers from Hong Kong, SAR and mainland China. Confirmatory factor analysis and structural equation modelling were employed to deal with the dataset. The results indicated that the professional dimension and the emotional dimension of teacher resilience were affected by decision latitude (potential control over the job tasks and conducts) and school support respectively and predicted teacher well-being. The motivational dimension and the social dimension of teacher resilience promoted teacher job performance, influenced respectively by task overload (negatively) and role demand (positively) along with school support. This model is the first attempt to represent the relevance of the Job Demands-Resources theory that teacher resilience can buffer negative job demands and boost positive job resources to promote their well-being and performance in a specific societal and educational context. Implications for cultivating teacher resilience to everyday challenges and adversities were proposed in order to assist teachers to not only survive, recover, and thrive, but also to establish a school resilience cascade (potential resilience chain affecting a system due to an act of teacher resilience) for these turbulent times.

KEYWORDS:

• Job demands and resources
• teacher resilience
• teacher well-being
• job performance

Acknowledgment

The authors would like to thank Professors Caroline Mansfield, Töres Theorell, Jian Li, M.T. Chen, H.M. Lee, H.S. Huang and Winton Au for their support in adapting selected instruments used in the present study.

Thanks are extended to CRSE and Mr Zhang Xingzhou for their assistance in the preparation of this manuscript.

Disclosure statement

The views reflected in this article are personal views only and do not represent those of The Education University of Hong Kong or UNESCO, and do not commit these organizations.

Disclaimer

The views reflected in this article are personal views only and do not represent those of The Education University of Hong Kong or UNESCO, and do not commit these organizations.

Additional information

Notes on contributors

Junjun Chen

Dr. Junjun Chen is an associate professor at the Department of Education Policy and Leadership at the Education University of Hong Kong, Hong Kong SAR, China. Her research has focused on teacher and principal well-beings and how these have contributed to teaching improvement and school effectiveness.

John Chi-Kin Lee

Professor

John Chi-Kin Lee is Chair Professor of Curriculum and Instruction, The Education University of Hong Kong (EdUHK), Hong Kong SAR, China. Professor Lee is also the UNESCO Chair in Regional Education Development and Lifelong Learning and Director of the Centre for Religious and Spirituality Education at EdUHK. His research interests focus on curriculum and instruction, geographical and environmental education, teacher development and school improvement.