The only sustainable solution to war is education. Studies on teacher resilience suggest that resilience attribute is an important factor in keeping teachers away from burnout (Howard, 2004; Masten et al., 1990). However, most studies in the field of teachers’ resilience and burnout focus on natural settings without armed conflict or after such conflict (Ramos, 2010; Sumner, 2010). This study explores the relationship between trauma, burnout, and resilience in primary teachers working and living inside Syria. Utilizing mixed methodology, this study recruited seventy primary teachers. To examine the effect of resilience on trauma and burnout, regression analyses show resilience had a strong, significant relationship with trauma and personal accomplishment (burnout subscale). Pearson correlations results reveal that resilience had a significant negative relationship with trauma symptom (burnout subscale). It does not show a significant relationship with emotional exhaustion and depersonalization. Results from qualitative data provide insight to better understand teachers’ resilience and coping strategies in relation to teaching in a warzone. Findings of this study suggest strategies for difficult school environment and teachers’ burnout in other urban school research.
Resilience, Burnout, Warzone
2019 Special Focus—Border Crossing Narratives: Learning from the Refugee Experience
Paper Presentation in a Themed Session
Maryam S. Sharifian
Assistant Professor, Early Elementary and Reading, James Madison University, United States