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How Do Self-Esteem, Dispositional Hope, Crisis Self-Efficacy, Mattering, and Gender Differences Affect Teacher Resilience during COVID-19 School Closures?

Author

Listed:
  • Ezza Mad Baguri

    (Department of Foundation Studies, Faculty of Educational Studies, Universiti Putra Malaysia, Serdang 43400, Malaysia)

  • Samsilah Roslan

    (Department of Foundation Studies, Faculty of Educational Studies, Universiti Putra Malaysia, Serdang 43400, Malaysia)

  • Siti Aishah Hassan

    (Department of Counselor Education and Counseling Psychology, Faculty of Educational Studies, Universiti Putra Malaysia, Serdang 43400, Malaysia)

  • Steven Eric Krauss

    (Department of Professional Development and Continuing Education, Faculty of Educational Studies, Universiti Putra Malaysia, Serdang 43400, Malaysia)

  • Zeinab Zaremohzzabieh

    (Department of Foundation Studies, Faculty of Educational Studies, Universiti Putra Malaysia, Serdang 43400, Malaysia)

Abstract

(1) Background: The closure of schools and the transition to online teaching because of the COVID-19 pandemic’s restrictions have resulted in significant changes in the workplace. Consequently, several resilience strategies have been implemented, and chief among them focus on the topic of burnout and coping abilities; (2) Purpose: Thus, this study investigates the influence of self-esteem, dispositional hope, and mattering on teacher resilience, and how crisis self-efficacy and gender differences mediate and moderate the relationships among associated variables. (3) Methods: This is a cross-sectional study with a cluster random sampling. A total of 248 secondary school teachers in Malaysia participated in this study. Questions were first transferred and formatted using a template of a commercial internet survey provider. Then, the university’s online learning platform was used both as a questionnaire distribution channel and a data collection method. Data analysis was conducted using structural equation modeling (SEM) with a partial least squares method; (4) Results: The findings of this study revealed that self-esteem, dispositional hope, and mattering significantly influence teacher resilience, and crisis self-efficacy mediates the impact of self-esteem and dispositional hope on teacher resilience. In some instances, the results also showed that gender has a moderating effect on teacher resilience during the pandemic; (5) Conclusions: This study used psychological factors to understand teacher resilience and incorporated crisis self-efficacy into teacher resilience research. It is one of the very few studies in resilience literature to investigate the moderating role of gender on teacher resilience.

Suggested Citation

  • Ezza Mad Baguri & Samsilah Roslan & Siti Aishah Hassan & Steven Eric Krauss & Zeinab Zaremohzzabieh, 2022. "How Do Self-Esteem, Dispositional Hope, Crisis Self-Efficacy, Mattering, and Gender Differences Affect Teacher Resilience during COVID-19 School Closures?," IJERPH, MDPI, vol. 19(7), pages 1-13, March.
    • Handle: RePEc:gam:jijerp:v:19:y:2022:i:7:p:4150-:d:784125
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    References listed on IDEAS

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    1. Xiaobo Yu & Pengyuan Wang & Xuesong Zhai & Hong Dai & Qun Yang, 2015. "The Effect of Work Stress on Job Burnout Among Teachers: The Mediating Role of Self-efficacy," Social Indicators Research: An International and Interdisciplinary Journal for Quality-of-Life Measurement, Springer, vol. 122(3), pages 701-708, July.
    2. Wight, Richard G. & LeBlanc, Allen J. & Meyer, Ilan H. & Harig, Frederick A., 2015. "Internalized gay ageism, mattering, and depressive symptoms among midlife and older gay-identified men," Social Science & Medicine, Elsevier, vol. 147(C), pages 200-208.
    3. Luthans, Fred & Luthans, Kyle W. & Luthans, Brett C., 2004. "Positive psychological capital: beyond human and social capital," Business Horizons, Elsevier, vol. 47(1), pages 45-50.
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    Cited by:

    1. Laura Goßner & Yuliya Kosyakova & Marie-Christine Laible, 2022. "Resilient or Vulnerable? Effects of the COVID-19 Crisis on the Mental Health of Refugees in Germany," IJERPH, MDPI, vol. 19(12), pages 1-20, June.
    2. Nissim Avissar, 2023. "Emergency Remote Teaching and Social–Emotional Learning: Examining Gender Differences," Sustainability, MDPI, vol. 15(6), pages 1-14, March.

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