عنوان مقاله [English]
Objective: The present study aims to identify and explain the phenomenon of teacher resilience in schools to create a suitable conceptual framework and develop its theoretical and practical foundations, due to the complex multidimensional concept of resilience that is influenced by its factors and constructive dimensions. Thus it is necessary and essential to consider resilience as an integrated and holistic structure to create a positive effect.
Method: This research was performed with a qualitative approach and using a phenomenological method. The reason for choosing the method was that identifying the dimensions of the resilience phenomenon requires an in-depth and meticulous search approach, for which a qualitative approach and phenomenological approach can be employed. The research participants included exemplary and experienced school teachers, 20 of whom were selected as informants through targeted sampling, to the point where the analyzes were theoretically saturated. Semi-structured interviews have been used to gather information to identify its resilience and dimensions through the opinions, views, and lived experiences of teachers. The method of data analysis was inductive content analysis using coding in three levels: open, central, and selective. In this way, first, open codes were selected, then open codes with common meanings were organized together and form the central codes, and finally, they were aggregated based on the selected coding around the concept of resilience.
Discussion and Conclusion: The results and findings showed that resilience is a multidimensional concept and includes cognitive, emotional, social, behavioral and physical-physical/physical dimensions. Teacher resilience is not only a scientific-technical concept, but also a kind of calmness and enlightenment of thought and behavior, in two ways for teachers, which is the intellectual and behavioral model of students, on the one hand, the resilience of teacher knowledge and thought and behavior in situations. Various, especially those with fatigue and urgency, show a calm and effective behavior in his personality that in such a learning environment, students achieve higher educational goals in school and classroom. On the other hand, in interaction with each other, students and teachers will understand the influential spiritual and moral capacities that represent their resilience in school and will set a pattern for their thinking and behavior. There is a difference between teachers who make hasty and emotional decisions and behavior and teachers who manage their performance wisely and with calmness and mastery of situations, and manage crises and emergencies. Students and other teachers are in such an atmosphere that they find a mature personality and act effectively in the face of personal and professional events and accidents. In the end, the findings are discussed with regard to the context and culture of teachers and schools in the country, and solutions for interested researchers have been proposed. These suggestions can be used to identify and strengthen teachers' resilience through courses, seminars, in-service courses and taught in educational classes. On the other hand, encouraging teachers to build themselves will be able to strengthen and improve the emotional and psychological dimensions of teachers.