这种混合方法的研究是为了了解在达累斯萨拉姆 Kinondoni 地区公立学校的坦桑尼亚中学教师如何建立复原能力的程度。作为人的能力, 以积极适应, 维护和恢复尽管有挑战性的情况下, 弹性是一个非常重要的素质, 教师。从定性上讲, 研究人员对七名中学教师进行了访谈, 并对教师的弹性进行了定量的深入了解;问卷由十所公立中学的176名教师管理。利用 SPSS 统计数据对问卷中的资料进行分析和推断。访谈中的数据被转录、编码, 然后组织成与研究问题相关的主题, 并与调查表中的数据进行比较和对比。 结果表明;虽然教师报告的动机较低, 工作环境较差, 但他们似乎对自己的工作持积极态度, 并显示出应对工作场所日常挑战的迹象。此外, 教师还报告了教师压力的几种来源, 主要是教师工作量。定量地说, 教师的弹性水平在弹性和自我效能的维度上相对较高, 在工作满意度、工作环境和动机方面相对较低。除了工作环境之外, 结果还表明, 教师的教育水平、工资和性别之间的弹性维度没有显著的差异。教师的总工作经验和班级规模显著影响他们的工作满意度和他们对工作条件的看法。回归结果表明, 10.6% 的方差在 四 教师的弹性可以通过工作满意度、动机、工作环境和自我效能来解释。 建议负责任的利益相关者共同努力, 改善教师的工作环境和动机, 以提高教师的弹性。还应注意教师应激的领域, 因为如果无人看管, 教师的动机和韧性可能会受到威胁。本研究旨在告知教育政策对教师弹性状况及其应对策略的影响;改进教师管理制度。考虑到很少有研究在坦桑尼亚的教师恢复能力, 这项研究也有助于文学的教师管理和建议可能的领域, 未来的研究。

This mixed method study was an attempt to understand the extent of and how teachers build resilience among Tanzanian secondary school teachers in public schools in Kinondoni district in Dar es Salaam. Defined as peoples' capabilities for positive adaptation, maintenance, and regaining despite challenging circumstances, resilience is a very important quality for teachers. Qualitatively, the researcher interviewed seven secondary school teachers to get an in-depth understanding about teacher resilience while quantitatively; questionnaires were administered to 176 teachers from ten public secondary schools. SPSS was used to analyze the data from questionnaires using descriptive and inferential statistics. The data from interviews were transcribed, coded and then organized into themes related to research questions and were compared and contrasted against the data from questionnaire. Results indicate that; although teachers report lower motivation and poor working environment, they seem to be positive about their work and shows signs to cope with day to day challenges of work places. Also, the teachers report several sources of teachers’ stress and mainly teacher workloads. Quantitatively, teachers’ levels of resilience are relatively high on the dimensions of resilience and Self-Efficacy and relatively low on dimensions of Job satisfaction, Work environment and Motivation. With exception of work environment, results also indicate that there is no significant difference between the dimension of resilience with teachers’ level of education, salary and gender. Teachers’ total work experience and class size significantly impacts their job satisfaction and their perceptions about work conditions. Regression results indicate that 10.6% variance in IV teacher resilience can be explained by job satisfaction, motivation, work environment and self-efficacy. It is recommended that responsible stakeholders work together to improve teachers’ work environment and motivation in order to improve the resilience of teachers. Attention should also be given to the areas of teachers’ stress since they can be dangerous to teachers’ motivation and resilience if unattended. This study is intended to inform education policy on the state of teacher resilience and their coping strategies, thereby; improving teacher management systems. Considering that few studies have studies teacher resilience in Tanzania, this study also contributes to literature on teacher management and suggest possible areas for future research.