2018, Volume 10, Issue 2
Resiliency in mainstream school teachers versus special school teachers
Aleksandra Sadziak1, Wojciech Wiliński1, Marta Wieczorek1
1Department of Physical Culture Education, University School of Physical Education in Wroclaw
Author for correspondence: Aleksandra Sadziak; Department of Physical Culture Education, University School of Physical Education in Wroclaw; email: firstname.lastname@example.org
Background: The aim of this study was to identify and evaluate significant differences in the resiliency level in investigated mainstream school teachers and special school teachers with particular regard to physical education teachers.
Material/ Methods: The study was conducted among 198 teachers from Lower Silesia and Silesia provinces, including 26 physical education teachers from special schools, 62 teachers of other subjects from special schools, 44 physical education teachers from mainstream schools and 65 teachers of other subjects from mainstream schools. A diagnostic survey was the research method, a survey was the technique, and the Resiliency Questionnaire in a Polish adaptation of Ego Resiliency Scale was the tool (Kaczmarek, 2011).
Results: The highest level of resiliency was demonstrated by physical education teachers from special schools. They differ significantly statistically in terms of a higher level of resiliency from teachers of other subjects from special schools and physical education teachers from mainstream schools.
Conclusion: It is supposed that a higher level of resiliency may be an extremely helpful trait of personality, especially in teachers working with persons with intellectual disabilities, owing to which the negative impact of the difficult working conditions can be reduced.
Key words: resiliency, physical education, special physical education, teachers