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Title RELATIONSHIP OF TEACHERS’ RESILIENCE WITH STUDENTS’ ACADEMIC RESILIENCE AND LIFE SKILLS DEVELOPMENT AT HIGHER SECONDARY LEVEL

Author(s) Nighat Parveen

Abstract Resilience helps individuals to bounce back at any adverse moment. This study was designed to examine teachers’ resilience, students’ academic resilience and students’ life skills development at higher secondary level. It aimed to find out the relationship of teachers’ resilience with students’ academic resilience and with their life skills development. It investigated the relationship between students’ academic resilience and their life skills development. The study also envisioned an investigation of research variables in relation to demographic variations among respondents. Null hypotheses were framed to achieve the research objectives. The research design was descriptive and used a quantitative approach. All the students enrolled in Intermediate part-II and their teachers constituted the population of the study. The population consisted of 620 teachers and 5783 students. Data were collected from a sample of 174 teachers and 588 students at higher secondary level using the multi-phase sampling technique. Three research instruments were used for data collection. Means, percentages, correlation coefficient, t-test and analysis of variance were applied to data. The descriptive analysis revealed that resilience level of teachers was high with skill, education and family and identity as major sources of resilience. Students’ academic resilience and life skills development were also at high level. Teachers’ resilience was significantly associated with students’ academic resilience and their life skills development. A positive and significant association existed between students’ academic resilience and their life skills development. The investigation on gender differences revealed no significant difference in overall teachers’ resilience and overall students’ academic resilience. However, gender-based difference existed in students’ overall life skills development at higher secondary level in favour of females. Demographic variations other than gender placed no significant differences on research variables. Community being identified as a weak source of teachers’ resilience may be improved by providing memberships of libraries, clubs and opportunities for socializing. Short courses, projects, debates, speeches and classroom strategies may help students improve their leadership life skill.

Type Thesis/Dissertation PhD

Faculty Social Sciences

Department Education

Language English

Publication Date 2021-11-02

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