PLCs' Contribution to Homeroom Teachers' Coping and Resilience During Wartime. (Stage 1, 12:26 PM)

• In Event: e-Lightning Ed-Talk Session 12 - Stage 1

Abstract

This study examines the relationship between coping resources and resilience of homeroom teachers (HTs) in the Gaza envelope during ongoing war. Two groups were studied: HTs participating in professional learning communities (PLCs) and those not participating in beginning and the end of the school year. Findings indicate that PLC participation serves as a significant protective factor - HTs in PLCs reported increased sense of meaning, belonging, professional identity, and resilience over the school year, while those not in PLCs experienced decreases in these measures. The study highlights PLCs as vital support mechanisms for teachers facing collective ongoing trauma.

Authors

• michal hanouka, Tel Aviv University

• Hila Vaitzman Ben David, Hemdat HaDarom College of Education

• Stav Ziv, Tel Aviv University

• Sharon Wasserman, Atchalta (Professional Development Program for Educators)