Dönmez, Ö., Karasulu, M., Aşantoğrul, S., & Zembat, R.
(2018). Examination of occupational resilience beliefs
of in-service and pre-service early childhood education
teachers according to different variables. International
Online Journal of Education and Teaching (IOJET),
5(4),724-733.
http://iojet.org/index.php/IOJET/article/view/396/264
EXAMINATION OF OCCUPATIONAL RESILIENCE BELIEFS OF IN-SERVICE
AND PRE-SERVICE EARLY CHILDHOOD EDUCATION TEACHERS
ACCORDING TO DIFFERENT VARIABLES1
Research Article
Özlem Dönmez
Maltepe University, Faculty of Education, Turkey
ozlemdonmez@maltepe.edu.tr
Meltem Karasulu
Ministry of National Education, Turkey
meltemkarasulu91@gmail.com
Seray Aşantoğrul
Ministry of National Education, Turkey
seray.asantogrul@gmail.com
Rengin Zembat
Marmara University, Faculty of Education, Turkey
rzembat@gmail.com
Özlem Dönmez is a research assistant at Maltepe University, Faculty of Education, Primary
Education. She is also a master’s student at Marmara University. She works on parental
attitudes in her thesis.
Meltem Karasulu is an early childhood education teacher. She is also a master’s student at
Marmara University. She works on geometric and problem-solving skills of pre-schoolers in
her thesis.
Seray Aşantoğrul is an early childhood education teacher. She is also a master’s student at
Marmara University. She works on the mathematical skills of preschoolers in her thesis.
Rengin Zembat is a professor at Marmara University, Faculty of Education, Primary
Education. Her research interests are program, management, teaching and learning in early
childhood education.
Copyright by Informascope. Material published and so copyrighted may not be published
elsewhere without the written permission of IOJET.
Received: 01.03.2018
Received in revised form: 02.07.2018
Accepted: 22.07.2018
http://iojet.org/index.php/IOJET/article/view/396/264
mailto:ozlemdonmez@maltepe.edu.tr
mailto:meltemkarasulu91@gmail.com
mailto:seray.asantogrul@gmail.com
mailto:rzembat@gmail.com
https://orcid.org/0000-0003-3881-3448
https://orcid.org/0000-0002-0431-7721
https://orcid.org/0000-0003-0277-9583
https://orcid.org/0000-0002-2377-8910
Dönmez, Karasulu, Aşantoğrul, & Zembat
724
EXAMINATION OF OCCUPATIONAL RESILIENCE BELIEFS OF IN-
SERVICE AND PRE-SERVICE EARLY CHILDHOOD EDUCATION
TEACHERS ACCORDING TO DIFFERENT VARIABLES
Özlem Dönmez
ozlemdonmez@maltepe.edu.tr
Meltem Karasulu
meltemkarasulu91@gmail.com
Seray Aşantoğrul
seray.asantogrul@gmail.com
Rengin Zembat
rzembat@gmail.com
Abstract
Occupational resilience contributes teachers to adapt difficult conditions of teaching, to
deal with obstacles and to maintain professional commitment. The purpose of this research is
to compare the occupational resilience beliefs of early childhood education teachers and pre-
service teachers. In accordance with this purpose, whether there is a significant difference
between the occupational resilience beliefs of teachers and pre-service teachers, whether
there is a significant difference in the occupational resilience beliefs of teachers according to
their seniority and whether there is a significant difference in the occupational resilience
beliefs of pre-service teachers according to type of university, the relational screening model
has been used. The data is collected from 275 participants via Occupational Resilience
Beliefs Scale for Teacher Candidates. As the results of statistical analysis, there is a
significant difference in the occupational resilience beliefs of early childhood education
teachers and pre-service early childhood education teachers in favor of early childhood
education teachers. On the other hand, there is no significant difference in the occupational
resilience beliefs of teachers according to their seniority. There is no significant difference in
the occupational resilience beliefs of pre-service teachers according to the type of university.
The findings are discussed in the framework of the relevant literature.
Keywords: resilience, occupational resilience, early childhood teacher, pre-service early
childhood teacher
1. Introduction
The term resilience (psychological endurance) is firstly used in the 1950s to define
individuals who can survive despite of struggling experiences in their lives. Resilience means
the matter of flexibility in Latin, coping with stress, regaining strength, spirituality, and sense
of humor (Garmezy, 1993). Psychological endurance is the capability and the process of
adapting successfully despite of the risky, difficult and compelling situations (Yates,
Egeland, & Sroufe, 2003). Psychological endurance defined as pushing back to the negative
factors of life and got power, develop and survive against the stressful factors (Masten,
2001).
mailto:ozlemdonmez@maltepe.edu.tr
mailto:meltemkarasulu91@gmail.com
mailto:seray.asantogrul@gmail.com
mailto:rzembat@gmail.com
International Online Journal of Education and Teaching (IOJET) 2018, 5(4), 724-733.
725
Psychological endurance (resilience) is the process of building positive consequences
from the interaction of risk factors and protective factors and occurs as the adjustment to the
changes when faced with difficulties (Karaırmak, 2006). Risk factors may come from the
factors related with individual (negative life events, chronic illness, stress, alcohol use,
hyperactivity), family (illness or death of family members, communication problems among
family members, poverty, violence) and environment (economic difficulties, violence, living
in a place where there is a high crime rate, lower rate of school attendance, political violence)
(Gizir, 2007; Atik, 2013). Protective factors (self-esteem, positive self-perception) are the
factors that remove or eliminate the negative effects of risk factors (Iwaniec, 2006; Masten &
Reed, 2002; as cited in Arslan, 2015). Protective factors consist of internal and external
factors. Internal factors are divided into two categories which are biological (general health,
general predisposition, gender, temperament) and psychological (cognitive capacity, coping
ability, personal characteristics) factors. External factors are the factors that come from
within the family (home environment, parental attitudes) and outside of the family (teachers,
peers, and supportive adults such as youth leaders) (Atik, 2013). In addition, the term
positive result is used for effective and healthy adaptation and developmental process of an
individual despite of the environmental factors (Masten & Coatsworth, 1998).
It is argued that the common personal traits of psychologically resilient people are having
effective problem-solving strategies, good relationships with their environment, accepting
difficulties in life and aiming to cope with them, and having the power to control their own
lives (Thompson, Arnkoff, & Carol, 2011). According to this view, highly resilient people
engage in daily routines and pursue their jobs, keep their lives under their own control and
perceive unexpected changes as a chance to develop. On the other hand, people with low
level of resilience feel alone, show external locus of control, and resist to change (Klag &
Bradley, 2004; Maddi & Khoshaba, 1994).
Occupational resilience is a sub-category of psychological resilience. Occupational
resilience in teaching is very important because the first five years are seen as sensitive years
of teaching. Approximately 50% of teachers give up teaching within the five years (Gallant &
Riley, 2014). Psychological resilience in teachers includes capacity, process, and result
components. From a professional development perspective, teachers who can successfully
manage these components have excitement, motivation, and satisfactory results (Beltman,
2015; as cited in Mansfield, Beltman, Broadley, & Weatherby-Fell, 2016). Teachers’
occupational resilience belief is defined as the belief to adapt to be a teacher despite of the
difficulties, to deal with obstacles, and to maintain your commitment to the profession (Tagay
& Demir, 2016). Teachers' resilience depends on the interaction of ideas, actions,
relationships, and challenges. Teachers interactions with others and actions (such as problem-
solving) act as a bumper that protects their thoughts from negative effects (Greenfield, 2015).
The factors affecting occupational resilience beliefs of teachers are divided into two
categories as positive and negative factors. Stress, prior experiences of teachers, bureaucratic
delays, lack of communication in the school environment and alienation, burnout, perception
of low job satisfaction are examples for negative factors (Sezgin, 2012). In contrary, positive
factors are support from colleagues, powerful and supportive managers, support from family
and friends, student - teacher relationships, having an aim in life, hope, problem solving,
reflecting and refreshing, self-efficacy, professional development, stress factors, and the ways
used to diminish stress (Major & Savin-Baden, 2011).
Pre-service teachers learn ideals through their education; until they observe the real
practices in their internship. When they face with the real practices, the level of their
occupational resilience may decrease (Goldstein, 2005). The factors influencing occupational
resilience of pre-service teachers are grouped in three categories. These are prior experiences
of pre-service teacher, belief in doing a good job, uncertainties and perturbations (Thieman,
Dönmez, Karasulu, Aşantoğrul, & Zembat
726
Marx, & Kitchel, 2014). İn-service and pre-service teachers use personal sources (such as
motivation, social and emotional abilities) and coping strategies (such as problem solving,
time management, protecting the balance between job and life) and gain adaptive and self-
supportive strategies (such as job satisfaction and eagerness to do their job) in order to
diminish negative effects of difficulties (Mansfield, Beltman, Broadley, & Weatherby-Fell,
2016).
One of the main aims of teacher education programs is to raise and graduate qualified
educators who maintain satisfaction, motivation, excitement, and entertainment through the
years. Some teachers maintain the quality through years whereas the others give up within the
five years of teaching. Supporting psychological resilience in teacher education focuses on
personal and environmental sources, strategies and results, and practices in teacher education
(Mansfield, Beltman, Broadley, & Weatherby-Fell, 2016).
The occupational resilience of early childhood teachers is influenced from positive
emotions (such as happiness, social commitment, and relationships, flexibility, being open to
development) and negative emotions (such as unhappiness, feeling in depressed, stress).
Positive emotions affect occupational resilience positively whereas negative emotions affect
it negatively (Mei-Ju, Hsing-Ming, & Ho-Tang, 2016). Every year many teachers decide to
give up teaching. The main reasons behind it are severe workload and stress (Barmby, 2006).
The occupational resilience beliefs of early childhood teachers have an influence on the
psychological resilience in children (Bouillet, Ivanec, & Milje, 2014). Hence, when we
support early childhood teachers’ positive emotions, it will affect children’s psychological
resilience positively.
In the world, there are two diverse views toward occupational resilience beliefs of early
childhood teachers. According to Miljević-Riñički, Bouillet, & Cefai (2013), early childhood
teachers feel themselves insecure, anxious, under pressure and often get ill due to the high-
stress level. According to the opponent view, early childhood teachers feel good, make
healthy decisions, and maintain a healthy life when compared with the other occupations
(Ylitapio-Mäntylä, Uusiautti, & Määttä, 2012). From that point, it can be said that early
childhood teachers' occupational resilience levels may change according to different cultures.
In Turkey, when we consider difficult economic conditions, natural disasters, and
terrorism, the value of psychological resilience gains importance. Due to the lack of studies
that address this topic in Turkey, there is a need for the study in which the aim is to compare
the level of occupational resilience beliefs of in-service and pre-service early childhood
teachers. In this context, it is thought that this research will contribute to the existing
literature via comparing in-service early childhood teachers according to seniority and pre-
service early childhood teachers according to the type of the type of university (state and
private).
1.1.Purpose of the Study
The purpose of the study is to compare resilience of in-service and pre-service early
childhood education teachers and to examine resilience according to different variables.
Throughout the research, answers were searched for the questions:
1. Is there a statically significant difference between the resilience of in-service and pre-
service early childhood teachers?
2. Is there a statically significant difference between the resilience of in-service early
childhood teachers according to working time (seniority)?
3. Is there a statically significant difference between the resilience of pre-service early
childhood education teachers according to the type of university enrolled (state or
private)?
International Online Journal of Education and Teaching (IOJET) 2018, 5(4), 724-733.
727
1.2. Limitations
1. The pre-service teachers in the study group are limited to 128 university students who
enrolled in senior classes of 2 state and 2 private universities' early childhood
education department in Istanbul.
2. The in-service teachers in the study group are limited to 147 volunteer early
childhood education teachers.
3. Data collection is limited with 2016-2017 March and April months.
4. Findings are limited with the data gathered via “Occupational Resilience Beliefs Scale
for Teacher Candidates”.
2. Methodology
2.1. Research Design
In order to compare the resilience beliefs of in-service and pre-service early childhood
education teachers and to examine their resilience according to different variables,
Comparison Type of Relational Screening Model was used. Relational Scanning Models are
research models which aim to find out the presence and/or degree of interchange between
two or more variables (Karasar, 2016).
2.2.Study Group
The study group of the research is pre-service early childhood education teachers from
two state and two private universities who are in their senior year and in-service early
childhood teachers. The reasons behind choosing these universities were their location (all
the universities in the study group were in Istanbul) and easy accessibility for the researchers.
Based on the principle of volunteerism, 128 senior pre-service early childhood education
teacher – 16 from Boğaziçi University, 46 from Marmara University, 37 from Kültür
University, 29 from Maltepe University and 147 in-service early childhood education
teachers participated in this research. The total population of the participants is 275.
2.3.Instrument
Occupational Resilience Beliefs Scale for Teacher Candidates is used as the data
collection tool.
2.3.1. Occupational Resilience Beliefs Scale for Teacher Candidates
Occupational Resilience Beliefs Scale for Teacher Candidates was developed by Tagay
and Demir (2016) to assess the occupational resilience of pre-service teachers. Validity and
reliability analysis of the scale was done while developing that scale. Occupational Resilience
Scale (ORS) consists of 26 items and single factor. Participants of the study were 272
university students, 168 (61.8%) female and 104 (32.8%) male. Exploratory and confirmatory
factor analyses were used to test the construct validity of the scale. It was found in construct
validity studies that the scale consists of a single factor. It also showed that the model had
high fit indices. Internal consistency coefficient was assessed by Cronbach’s Alpha
coefficients. The resulting coefficient was .93. In test re-test reliability study, Occupational
Resilience Scale for Teacher Candidates was applied to 78 students enrolled in education
faculty three weeks apart. The Pearson correlation coefficient between the scores obtained
from the two applications was counted as .76. These values obtained as a result of the
analysis applied to the data show that the occupational resilience beliefs scale developed for
pre-service teachers is a valid and reliable scale (Tagay & Demir, 2016).
Dönmez, Karasulu, Aşantoğrul, & Zembat
728
Cronbach alfa internal consistency coefficients for the study group are .97 for in-service
teachers and .94 for pre-service teachers.
It is a 5-point Likert type of scale which consists of Strongly Disagree (1), Mildly Agree
(2), Moderately Agree (3), Mostly Agree (4), Completely Agree (5) options. This scale has a
single factor and includes no reverse item. High points taken from the scale means higher
occupational resilience beliefs. The minimum point can be taken from the scale is 26 whereas
the maximum point is 130 (Tagay & Demir, 2016).
2.4.Data Collection
Data was collected from senior pre-service early childhood education teachers from
Marmara University, Kültür University and Maltepe University in their mandatory courses.
Before fulfillment of the scale, pre-service teachers were informed by the researchers.
Answering the scale took approximately 15 minutes. Boğaziçi University senior pre-service
early childhood teachers had no mandatory course. Data from the university was collected
online.
2.5.Data Analysis
Data is analyzed through statistical packet program. In order to assess whether the data is
normally distributed, normality test analysis is done. It was seen that the data is normally
distributed (p>.05). To assess whether there is a meaningful difference between resilience of
in-service and pre-service early childhood teachers, whether there is a meaningful difference
between resilience beliefs of in-service early childhood teachers according to working time
(seniority), and whether there is a meaningful difference between resilience beliefs of pre-
service early childhood education teachers according to the type of university enrolled (state
or private), independent groups t-test is done.
3. Results
The results of the statistical analyses performed are given in accordance with the sub-
purposes of the research. Table 1 shows the results of independent t-test analysis of whether
there a meaningful difference between resilience beliefs of in-service and pre-service early
childhood teachers.
Table 1. Resilience beliefs of in-service and pre-service early childhood teachers
Table 1 indicates the results of independent samples t-test which was conducted to see
whether there is a significant difference between the resilience beliefs of in-service and pre-
service early childhood education teachers. According to the results, the difference between
the means of the resilience beliefs of pre-service and in-service early childhood teachers is
statically significant (t (273)= 3,248; p=,001). This difference is in favor of in-service early
childhood teachers (μin-service= 110.9388; μpre-service= 104.9922).
N Mean SD
In-service Early Childhood Teachers 147 110.9388 16.35447
Pre-service Early Childhood
Education Teachers
128 104.9922 13.61940
**p<.01
International Online Journal of Education and Teaching (IOJET) 2018, 5(4), 724-733.
729
Table 2 shows the results of the independent t-test analysis of whether there a
meaningful difference between the resilience beliefs of in-service early childhood teachers
according to working time (seniority).
Table 2. Resilience beliefs of in-service early childhood teachers according to working time
(seniority)
Table 2 indicates the results of independent samples t-test which was conducted to see
whether there is a significant difference between the resilience beliefs of in-service early
childhood education teachers who had 1-5 years and 6 years and above seniority. According
to the results, there is no statistical significance according to seniority ((t (145)= -1.589; p=
.114).
Table 3 shows the results of independent t-test analysis of whether there a meaningful
difference between the resilience beliefs of pre-service service early childhood teachers
according to the type of university enrolled (state or private).
Table 3. The resilience of pre-service early childhood teachers according to the type of
university enrolled (state or private)
Table 3 indicates the results of independent samples t-test which was conducted to see
whether there is a significant difference between the resilience beliefs of pre-service early
childhood education teachers who enroll in state and private universities. According to the
results, there is no statistical significance according to the type of university enrolled (state or
private) (t (126)= -.045; p=.964).
4. Discussion
According to the results of the comparison of occupational resilience beliefs of in-service
and pre-service early childhood education teachers;
1. There is a difference between the occupational resilience beliefs of in-service and
pre-service early childhood education teachers. This difference is in favor of in-service
teachers. In other words, occupational resilience beliefs of in-service early childhood
education teachers found higher than pre-service early childhood education teachers’.
Teachers ' relationships with others, and actions (problem-solving, etc.) act as a bumper
to protect their thoughts from negative effects (Greenfield, 2015). Early childhood education
teachers feel themselves better, make healthy decisions, and pursue a healthy life when
compared with the other groups of the society (Ylitapio-Mäntylä, Uusiautti, & Määttä, 2012).
Being more experienced and having their own classrooms might contribute in-service
teachers to have higher occupational resilience beliefs.
N Mean SD t p
Occupational
Resilience
1-5 year
71 108.7324 16.82342
-1.589
.114
6 years and above
76 113.0000 15.73531
N Mean SD t p
Occupational
Resilience
State 62 104.9355 13.15590
-.045
.964
Private 66 105.0455 14.14152
Dönmez, Karasulu, Aşantoğrul, & Zembat
730
In southern Taiwan, there is a study related to positive and negative emotions,
occupational resilience, and job stress conducted with 312 in-service early childhood
education teachers. It was found when positive emotions are positively correlated with
occupational resilience whereas negative emotions and job stress is negatively correlated with
occupational resilience (Mei-Ju, Hsing-Ming & Ho-Tang, 2016). In Croatia, according to the
study conducted with 191 in-service early childhood education teachers who pursue their
master education, occupational resilience beliefs of early childhood teachers found high.
Therefore, it was found that these teachers with high occupational resilience beliefs tend to
support children’s resilience more (Bouillet, Ivanec & Milje, 2014). The findings in the
literature are similar to the findings of the study in terms of higher occupational resilience
beliefs of in-service early childhood education teachers.
Pre-service early childhood teachers’ lower occupational resilience beliefs may come
from the undergraduate courses that are not taken yet, negative concerns about employment
after graduation, only the designated practice days and times in a class that doesn't belong to,
internships in the classroom teachers’ expectations and student life material and spiritual
challenges. Pre-service early childhood teachers see the ideal practices during their education,
but they face with the real practices in their practicum. This conflictive situation releases their
resilience (Goldstein, 2005).
According to the research conducted in Trakya University Education Faculty with 309
pre-service teachers, it is found that there is a positive relationship among resilience, social
support, coping strategies, and well-being. Entrance to university is a difficult process in
terms of living apart from family, adapting to a new place, and increased responsibilities
(Malkoç ve Yalçın, 2015). Another research conducted in Missouri University Education
Faculty with 10 senior pre-service teachers examined the factors affecting resilience via
interviews. According to the findings, pre-service teachers’ willingness and experiences to
learn and to teach, not knowing how and what kind of activity plans they will prepare, fear of
getting burned-out syndrome, the difficulty of the first week of being a teacher, and fear of
providing inadequate education influence resilience of pre-service teachers (Thieman, Marx
ve Kitchel, 2014).
In this research, it is found that in-service early childhood teachers’ occupational
resilience beliefs are higher than pre-service early childhood teachers’ occupational resilience
beliefs. This finding is compatible with the relevant literature.
2. There is no difference between the occupational resilience beliefs of in-service
early childhood education teachers according to their working time (seniority). Another
word, the seniority of teachers does not influence the occupational resilience beliefs of in-
service early childhood education teachers.
According to the study conducted in Ankara with 347 class and branch teachers from
15 schools, teachers’ occupational resilience beliefs do not differentiate according to their
age, seniority, gender, and branch (Sezgin, 2012). According to the study conducted in
Australia by Bowles ve Arnup (2016) with 160 primary and secondary school teachers, there
is not found a difference among in-service teachers according to their seniority and gender.
The finding of this research is consistent with the relevant literature.
However, according to the study conducted by Mansfield, Beltman, Broadley ve
Weatherby-Fell (2016), the first 5 years of teaching are the sensitive years. 40-50% of
teachers leave from their work within the first 5 years of their career. This finding is
consistent with the relevant literature.
3. There is no statistical significance among the occupational resilience beliefs of pre-
service early childhood education teachers according to the type of university enrolled
(state or private). Another word, pre-service early childhood education teachers’
International Online Journal of Education and Teaching (IOJET) 2018, 5(4), 724-733.
731
occupational resilience beliefs do not differentiate according to the type of university enrolled
(state or private).
When the literature is examined, no research has found on the occupational resilience
beliefs of the pre-service early childhood teachers according to the type of university enrolled
(state or private). In this research, the study group has some common qualities such as taking
education in the same city (Istanbul) and the same program (4 years of early childhood
education). Although they are from different state and private universities, the common
features of the pre-service teachers may contribute them to have similar occupational
resilience beliefs.
4.1. Suggestions
4.1.1. Suggestions for Institutions and Organizations
It is found that pre-service early childhood education teachers’ occupational resilience
beliefs are lower than in-service early childhood education teachers’ occupational
resilience beliefs. In order to increase the occupational resilience beliefs of pre-
service early childhood education teachers, it is suggested for universities to add a
course related with occupational resilience development.
In order to support pre-service early childhood teachers' occupational resilience
beliefs, it is suggested to provide some supportive activities, seminars, and practice-
based educations.
4.1.2. Suggestions for Researchers
In this study, in-service teachers’ occupational resilience beliefs are compared
according to their seniority. It is suggested to examine the occupational resilience
beliefs of in-service teachers according to different variables such as the type of the
school (state and private) they work in, city they work in, gender, age, socio-
economic status, the type of university they graduated from, whether there is a student
with special needs in the class, and class size.
In this study, the occupational resilience beliefs of pre-service early childhood
education teachers are compared according to the type of the university they enroll. It
is suggested to examine their occupational resilience beliefs according to different
variables such as the city where the university is located, gender, age, socio-economic
status, in which year they started to university after graduation from high school,
academic success, and grade.
This study is conducted only with pre-service and in-service early childhood
education teachers. It is suggested for the researchers to conduct a study with pre-
service and in-service teachers from different branches and compare their
occupational resilience beliefs.
It is suggested to study the same topic within different universities, different cities,
and larger study group.
It is suggested to examine the occupational resilience beliefs of pre-service and in-
service early childhood teachers through longitudinal studies. These kinds of
longitudinal studies contribute to compare the occupational resilience beliefs of early
childhood teachers within the time pass.
Dönmez, Karasulu, Aşantoğrul, & Zembat
732
References
Arslan, G. (2015). Yetişkin psikolojik sağlamlık ölçeği’nin (YPSÖ) psikometrik özellikleri:
Geçerlik ve güvenirlik çalışması [Psychometric Properties of Adult Resilience
Measure (ARM): The Study of Reliability and Validity]. Ege Eğitim Dergisi, 344-
357.
Atik, E. (2013). Liseli ergenlerde bağlanma stilleri ve psikolojik sağlamlık düzeyleri
arasındaki ilişkide öz yansıtma ve içgörünün rolü [The role of self-reflection and
insight in the relationship between high school adolescents attachment styles and
psychological resilience degree]. İstanbul Bilim Üniversitesi Sosyal Bilimler Enstitüsü
(Master Thesis).
Barmby, P. (2006). Improving teacher recruitment and retention: The importance of
workload and pupil behaviour. Educational Research, 247-265.
Bouillet, D., Ivanec , T., & Milje, R. (2014). Preschool teachers’ resilience and their
readiness for building children's resilience. Health Education, 435-450.
Bowles, T., & Arnup, J. (2016). Early career teachers’ resilience and positive adaptive
change capabilities. Australian Education Research, 147-164.
Gallant, A., & Riley, P. (2014). Early career teacher attrition: New thoughts on an intractable
problem. Teacher Development, 562-580.
Garmezy, N. (1993). Children in poverty: Resilience despite risk. Psychiatry, 127-136.
Gizir, C. (2007). Psikolojik sağlamlık, risk faktörleri ve koruyucu faktörler üzerine bir
derleme çalışması [A literatüre review of studies on resilience, risk, and protective
factors]. Türk Psikolojik Danışma ve Rehberlik Dergisi .
Goldstein, L. (2005). Becoming a teacher as a hero's journey: Using metaphore in pre-service
teacher education. Teacher Education Quarterly, 7-24.
Greenfield, B. (2015). How can teacher resilience be protected and promoted? Educational
and Child Psychology, 52-68.
Karaırmak, Ö. (2006). Psikolojik sağlamlık, risk faktörleri ve koruyucu faktörler [Resilience,
risk, and protective factors]. Türk Psikolojik Danışma ve Rehberlik Dergisi, 3(26),
129-142.
Karasar, N. (2016). Bilimsel Araştırma Yöntemi [Scientific research methods]. Ankara:
Nobel.
Klag, S., & Bradley, G. (2004). The role of hardiness in stress and illness: An exploration of
the effect of negative affectivity and gender. British Journal of Health Psychology,
137-161.
Maddi, S., & Khoshaba, D. (1994). Hardiness and mental health. Journal of Personality
Assessment, 265-274.
Major, C., & Savin-Baden, M. (2011). Integration of qualitative evidence towards
construction of academic kowledge in social science and professional fields.
Qualitative Research, 1-19.
International Online Journal of Education and Teaching (IOJET) 2018, 5(4), 724-733.
733
Malkoç, A., & Yalçın, İ. (2015). Relationships among resilience, social support, coping, and
psychological well-being among university students. Turkish Psychological
Counseling and Guidance Journal, 35-43.
Mansfield, C., Beltman, S., Broadley, T., & Weatherby-Fell, N. (2016). Building resilience in
teacher education: An evidenced ınformed framework. Teaching and Teacher
Education, 77-87.
Masten, A. (2001). Resilience processes in development. American Psychologist, 227-238.
Masten, A., & Coatsworth, J. (1998). The development of competence in favorable and
unfavorable environments. American Psychologist, 205-220.
Mei-Ju, C., Hsing-Ming, L., & Ho-Tang, W. (2016). Emotion, psychological resilience and
work stress: A study among preschool teachers. European Journal of Psychological
Research, 8-15.
Miljević-Riñički, R., Bouillet , D., & Cefai , C. (2013). Pre-curriculum activities: Focus
groups on resilience. Value, Culture and Contexts: Abstract Book of the 23rd Annual
ECERA Conference, (s. 52). Tallinn.
Sezgin, F. (2012). İlköğretim okulu öğretmenlerinin psikolojik dayanıklılık düzeylerinin
incelenmesi [Investigating the psychological hardiness levels of primary school teachers].
Kastamonu Eğitim Dergisi, 2(20), 489-502.
Tagay, Ö., & Demir, K. (2016). Öğretmen Adayları İçin Mesleki Dayanıklılık İnancı
Ölçeğinin Geliştirilmesi [Development of occupational resilience beliefs scale for teacher
candidates]. Kastamonu Eğitim Dergisi, 1603-1620.
Thieman, E., Marx, A., & Kitchel, T. (2014). "You've always got challenges": Resilience and
the pre-service teacher. Journal of Agricultural Education, 12-23.
Thompson , R., Arnkoff, D., & Carol , R. (2011). Conceptualizing mindfulness and
acceptance as components of psychological resilience to trauma. Trauma, Violence, &
Abuse, 220-235.
Yates, T., Egeland, B., & Sroufe, A. (2003). Rethinking resilience: A developmental process
perspective. S. S. Luthar in, Resilience and vulnerability. Cambridge.
Ylitapio-Mäntylä, O., Uusiautti, S., & Määttä, K. (2012). Critical viewpoint to early
childhood education teachers’well-being at work. International Journal of Human
Sciences, 458-483.
ENDNOTES
1
This study was presented at 5th International Early Childhood Education Congress in
October 20, 2017, Ankara.