Enhancing teachers' resilience in Tanzania: Insights from selected secondary schools in Morogoro Municipality

Edgar Costantine; Juma Saidi Mwinjuma; Joyce Nemes

doi:10.55056/ed.899

Authors

Edgar Costantine The University of Dodoma
Juma Saidi Mwinjuma The University of Dodoma https://orcid.org/0000-0001-8742-0582
Joyce Nemes The University of Dodoma https://orcid.org/0000-0001-6843-4751

DOI:

https://doi.org/10.55056/ed.899

Keywords:

protective factors, enhancing, teachers’ resilience, Tanzania

Abstract

This study investigated factors fostering teachers' resilience in selected secondary schools in Morogoro Municipality in Tanzania. The research utilized a mixed research approach with a convergent parallel design. Both probability and non-probability sampling techniques were employed to select participants. Data were collected through questionnaires and interviews, and analysis was conducted thematically for qualitative and statistical data using SPSS version 25 for quantitative data where binary logistic regression and chi-square test were used to examine the relationship and association of protective factors and the exhibited teachers' resilience. The results of the study unveiled a noteworthy connection between protective factors and the resilience of teachers. The analysis indicated that the degree of resilience exhibited by teachers was statistically significant in relation to certain protective factors, namely mentorship and guidance, as well as work-life balance. The statistical analysis revealed a p-value of 0.001 for both factors, indicating a high probability that these factors play a vital role in fostering resilience among teachers compared to other factors that were excluded in the model. Based on the findings, the study recommends that educational institutions and policymakers should prioritize the implementation of mentorship and guidance programs for teachers, as well as enhance initiatives that promote a healthy work-life balance. Therefore, investing in mentorship programs and promoting guidance support systems, as well as creating policies that promote work-life balance, can contribute to the overall well-being and resilience of teachers as a whole. The study concludes with the existence of a relationship between protective factors and resilience development among teachers.

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