The Dynamics Between Teacher Resilience and Well-Being: A Cross-Lagged Panel Analysis

• In Event: AERA Roundtable Session Friday 3:20 pm Four Seasons Ballroom 4
  In Roundtable Session: Emotion, Well-Being, Efficacy, and Resilience: Social Emotional Learning in Teacher Education (Table 9)

Abstract

The objective of this study was to investigate the dynamic relationships between teacher resilience and well-being. The study involved 288 primary and secondary teachers and utilized a two-wave data collection method with a time lag of approximately 3 months. To examine the cross-lagged relationships between the variables under investigation over time, the study employed structural equation modeling (SEM) as the analytical approach. The findings of the study revealed positive associations between physical, emotional, psychological, and social resilience and teacher well-being. Additionally, a reciprocal relationship was observed between spiritual resilience and teacher well-being. This study provided a more rigorous examination of the associations between teacher resilience and well-being.

Authors

• Junying Lu, The Education University of Hong Kong

• Junjun Chen, Education University of Hong Kong