How do self-esteem, dispositional hope, crisis self-efficacy, mattering, and gender differences affect teacher resilience during COVID-19 school closures
(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 an...
| Main Authors: | , , , , |
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| Format: | Article |
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Multidisciplinary Digital Publishing Institute
2022
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| Online Access: | http://psasir.upm.edu.my/id/eprint/101728/ |
| _version_ | 1848863618424111104 |
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| author | Mad Baguri, Ezza Roslan, Samsilah Hassan, Siti Aishah Krauss, Steven Eric Zaremohzzabieh, Zeinab |
| author_facet | Mad Baguri, Ezza Roslan, Samsilah Hassan, Siti Aishah Krauss, Steven Eric Zaremohzzabieh, Zeinab |
| author_sort | Mad Baguri, Ezza |
| building | UPM Institutional Repository |
| collection | Online Access |
| description | (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. |
| first_indexed | 2025-11-15T13:35:47Z |
| format | Article |
| id | upm-101728 |
| institution | Universiti Putra Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-15T13:35:47Z |
| publishDate | 2022 |
| publisher | Multidisciplinary Digital Publishing Institute |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | upm-1017282023-06-15T21:36:01Z http://psasir.upm.edu.my/id/eprint/101728/ How do self-esteem, dispositional hope, crisis self-efficacy, mattering, and gender differences affect teacher resilience during COVID-19 school closures Mad Baguri, Ezza Roslan, Samsilah Hassan, Siti Aishah Krauss, Steven Eric Zaremohzzabieh, Zeinab (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. Multidisciplinary Digital Publishing Institute 2022-03-31 Article PeerReviewed Mad Baguri, Ezza and Roslan, Samsilah and Hassan, Siti Aishah and Krauss, Steven Eric and Zaremohzzabieh, Zeinab (2022) How do self-esteem, dispositional hope, crisis self-efficacy, mattering, and gender differences affect teacher resilience during COVID-19 school closures. International Journal of Environmental Research and Public Health, 19 (7). art. no. 4150. pp. 1-13. ISSN 1661-7827; ESSN: 1660-4601 https://www.mdpi.com/1660-4601/19/7/4150 10.3390/ijerph19074150 |
| spellingShingle | Mad Baguri, Ezza Roslan, Samsilah Hassan, Siti Aishah Krauss, Steven Eric Zaremohzzabieh, Zeinab How do self-esteem, dispositional hope, crisis self-efficacy, mattering, and gender differences affect teacher resilience during COVID-19 school closures |
| title | How do self-esteem, dispositional hope, crisis self-efficacy, mattering, and gender differences affect teacher resilience during COVID-19 school closures |
| title_full | How do self-esteem, dispositional hope, crisis self-efficacy, mattering, and gender differences affect teacher resilience during COVID-19 school closures |
| title_fullStr | How do self-esteem, dispositional hope, crisis self-efficacy, mattering, and gender differences affect teacher resilience during COVID-19 school closures |
| title_full_unstemmed | How do self-esteem, dispositional hope, crisis self-efficacy, mattering, and gender differences affect teacher resilience during COVID-19 school closures |
| title_short | How do self-esteem, dispositional hope, crisis self-efficacy, mattering, and gender differences affect teacher resilience during COVID-19 school closures |
| title_sort | how do self-esteem, dispositional hope, crisis self-efficacy, mattering, and gender differences affect teacher resilience during covid-19 school closures |
| url | http://psasir.upm.edu.my/id/eprint/101728/ http://psasir.upm.edu.my/id/eprint/101728/ http://psasir.upm.edu.my/id/eprint/101728/ |