Teachers are THE Heroes: Teachers in the War Zone “Case of Syria”

• In Event: The role of teachers in conflict-affected countries

Proposal

Syria war is estimated to be a conflict with most intense human suffering thus far in 21st century (Nielsen & Grey, 2013). Identification of psychological needs of teachers and students during crises is necessary in order to minimize future teaching and learning challenges (Sommers, 2002). In this time of greatly enhanced struggles, teachers must, in addition, concern themselves with effectively managing classrooms of often-traumatized children who have a right to a quality education (Brody & Baum, 2007). Stoiber, & Gettinger (2011) suggest that fostering higher resilience in teachers directly impacts the capacity to develop social competence and resilience in children. Studies on teacher resilience suggest resilience attribute is an important factor in sustaining teachers and keeping them away from burnout (Howard, 2004; Masten et al., 1990).
To fill the research gap, present study intends to investigate linkage between trauma, burnout and resilience via a mixed method research methodology. It is hypothesized that: (a) trauma is positively related to teacher burnout, (b) resilience is negatively related to teacher trauma, and (c) greater resilience results in less trauma and burnout in teachers.
Theoretical framework
The current study utilized ecological and bioecological model in better understanding trauma, burnout and resilience of teachers working in a war zone.
Methods, Data Collection, and Sample 

This study followed an explanatory concurrent design. Quantitative instruments administered followed by qualitative short answer questions. After receipt of Institutional Review Board (IRB) approval, a list of schools inside Syria was obtained from Dr. X who currently works with a team that provides medical and educational services for Syrian refugees. The researcher also is a Muslim from Middle East familiar with Middle Eastern cultures. This study employed an online web-based data collection procedure.
The population for this study included elementary teachers in 14 basement schools (7 for boys and 7 for girls). All teachers in this study were Arabic language speaker and teach students age 5 to 10 years old. Invitation letters were distributed to 70 primary teachers.
Quantitative Results
1. What is the trauma level of primary teachers in a war zone?
In order to answer this question, trauma symptom scores from Harvard Trauma Questionnaire (HDQ) Part Four “Trauma Symptoms” were selected. The total mean score for the 40 items was (M = 1.69, SD =. 330). Individuals with scores ≥ 2.5 are considered symptomatic for PTSD. Out of 70 teachers, only 4 teachers were rated highly symptomatic. This suggests that teachers’ symptomatic trauma level was relatively low.
2. What is burnout level of primary teachers in a war zone?
The Maslach Burnout Inventory Educator Survey Format (MBI-ES) was used to calculate burnout level of war zone primary teachers. Emotional exhaustion and depersonalization revealed a positive and statistically significant relation (r=0.29, p < 0.01). Emotional exhaustion and depersonalization correlations with personal accomplishment (M= 40.30, SD= 6.45) were not statistically significant. Furthermore, one-way ANOVA indicated statistically significant main effect of teachers’ training and emotional exhaustion, F (2, 67) = 0.76, p < 0.01. This suggests that teachers with teacher training experienced greater emotional exhaustion than teachers without teacher training.
3. What is resilience level of primary teachers in a war zone?
To measure resilience levels of teachers, Connor-Davidson Resilience Scale (CD-RISC) was used. Teachers’ resilience score tended to range from medium to high. In addition, one-way ANOVA analyses indicated no significant differences between teachers’ age, training, or education level with resilience levels were found.
Research Question 4: What is the relationship between trauma, burnout and resilience?
From Pearson correlation obtained, trauma symptom had a significant negative impact on resilience (r=-0.59, p < 0.001). This suggests that teachers who reported higher level of war trauma symptom reported lower levels of resilience. Thus, research hypothesis that resilience would negatively affect teacher trauma symptom was upheld.
To investigate the hypothesis that greater resilience would result in less teacher burnout, Pearson correlations results found that only burnout subscale of personal accomplishment had a significant positive correlation with resilience (r=0.50, p ≤ 0.001). This suggests that teachers with higher levels of personal accomplishment (indicates lower burnout) demonstrated higher level of resilience. However, data from the two other subscales, emotional exhaustion and depersonalization, did not support the hypothesis as non-significant correlations were found.
In addition, to measure the relation between burnout and trauma, Pearson correlations suggested that trauma had a significant negative correlation (r=-0.39, p < 0.001) with personal accomplishment. This suggests that teachers with higher trauma levels showed lower personal accomplishment. However, emotional exhaustion had no statistically significant relation with trauma (r=0.261, p < 0.1).
Qualitative Results

The average resilience score indicated that teachers’ resilience level ranged from medium to high. Therefore, all teachers were considered resilient. Teachers with the highest resilience score and teachers with the lowest resilience score were analyzed. Teacher responses demonstrated differing coping strategies and a differing sense of personal accomplishment as teachers.
Common response of two groups was that they looked at their job as a duty to serve during the crisis. Also,8 their spirituality and faith was instrumental in coping in the most difficult of times. For instance: “I believe education is a message from God. My duty is to transfer it to whoever needs it. My effort and intention is for sake of God (Qur’an’s proverb).” Personal accomplishment was a theme that positively and profoundly elevated their resilience as a teacher. For instance: “Our current living condition is very bad, however, I do not care. My aim is to pursue my goal in life to continue learning even during war.”
Significance of the study
Providing quality education in the midst of war is a formidable challenge for teachers. Teachers in war zones are exposed to trauma nearly every day. This exposure appears likely to impact teacher’s relationships with students and their families, job satisfaction, happiness, health (Sommers, 2002) and especially, job performance. This study demonstrated the potential role that resilience might play in decreasing trauma and burnout levels of teachers in active war zones. The issue raised was how the teacher education profession might address assisting our international colleagues in conflict in increasing resilience.

Author

• Maryam Sadat Sharifian, James Madison University