Developing an Educational Policy-Making Model for Enhancing Teachers’ Resilience: A Case Study of Bushehr City

MohammedAli Nikbakhsh

doi:10.61838/mxcg6280

Authors

MohammedAli Nikbakhsh Department of Management, Dey.C., Islamic Azad University, Deylam, Iran https://orcid.org/0000-0003-4170-3215

DOI:

https://doi.org/10.61838/mxcg6280

Keywords:

Educational policy-making, teacher resilience, institutional conditions, teacher capacity development, policy implementation, organizational outcomes, Bushehr City

Abstract

Purpose: This study aimed to develop and empirically validate an educational policy-making model for enhancing teachers’ resilience in Bushehr City.

Methods and Materials: This applied study employed an exploratory sequential mixed-methods design. In the qualitative phase, 18 experts in educational administration, educational policy, psychology, and human resource management were selected through purposive and snowball sampling and participated in semi-structured interviews until conceptual saturation was achieved. Interview data were analyzed through systematic coding and constant comparison to extract the main dimensions and components of the model. In the quantitative phase, 300 public-school teachers in Bushehr City were selected through stratified random sampling. A researcher-developed questionnaire based on the qualitative findings was used for data collection. Confirmatory factor analysis and structural equation modeling were applied to evaluate the measurement model, assess model fit, and test the hypothesized structural relationships.

Findings: Structural equation modeling indicated an acceptable fit for the proposed model (χ²/df = 2.17, GFI = 0.907, CFI = 0.946, IFI = 0.947, TLI = 0.939, RMSEA = 0.063, and SRMR = 0.051). Policy antecedents and drivers significantly predicted resilience-oriented policy strategies (β = 0.61, p < 0.001). Institutional and contextual conditions significantly predicted policy strategies (β = 0.54, p < 0.001), teacher capacity development (β = 0.47, p < 0.001), and implementation mechanisms (β = 0.29, p < 0.001). Teacher capacity development significantly predicted policy strategies (β = 0.38, p < 0.001) and individual and organizational outcomes (β = 0.31, p < 0.001). Resilience-oriented policy strategies strongly predicted implementation mechanisms (β = 0.72, p < 0.001) and outcomes (β = 0.41, p < 0.001), while implementation mechanisms had the strongest direct effect on outcomes (β = 0.58, p < 0.001).

Conclusion: The findings support a multidimensional and systemic model in which teacher resilience is strengthened through coordinated policy formulation, supportive institutional conditions, capacity development, and effective implementation mechanisms, ultimately improving both individual and organizational educational outcomes.

Downloads

Download data is not yet available.

References

Al-Jarf, R. (2024). A Model for Alleviating Work Pressures and Enhancing Teachers’ Resilience. Journal of Psychology and Behavior Studies, 4(1), 94-103. https://doi.org/10.32996/jpbs.2024.1.11

Day, C., & Hong, J. (2024). Influences on the Capacities for Emotional Resilience of Teachers in Schools Serving Disadvantaged Urban Communities: Challenges of Living on the Edge. Teaching and Teacher Education, 59, 115-125. https://doi.org/10.1016/j.tate.2016.05.015

Diab, K., & Green, E. (2024). Cultivating Resilience and Success: Support Systems for Novice Teachers in Diverse Contexts. Education Sciences, 14(7), 711. https://doi.org/10.3390/educsci14070711

Fu, Q., & Zhang, X. (2024). Promoting Community Resilience Through Disaster Education: Review of Community-Based Interventions With a Focus on Teacher Resilience and Well-Being. PLoS One, 19(1), e0296393. https://doi.org/10.1371/journal.pone.0296393

Garrido, S., Cisternas-Salcedo, P., & Polanco-Levicán, K. (2025). Understanding teacher resilience: Keys to well-being and performance in Chilean elementary education. Behavioral Sciences, 15(3), 292. https://doi.org/10.3390/bs15030292

Guo, W., Wang, J., Li, N., & Wang, L. (2025). The Impact of Teacher Emotional Support on Learning Engagement Among College Students Mediated by Academic Self-Efficacy and Academic Resilience. Scientific reports, 15(1), 3670. https://doi.org/10.1038/s41598-025-88187-x

Jahanbakhsh, Z., & Vafaeizadeh, M. (2025). The Mediating Effect of Resilience in the Relationship Between Cognitive Emotion Regulation Strategies and Test Anxiety Among Student-Teachers at Farhangian University. Quarterly Journal of Educational Psychology, 21(75), 259-283.

Javanshir, F., Zarei, R., & Mousavi, S. A. (2025). Predicting Happiness Based on Resilience and Job Attachment among Teachers of Special Schools in Kazerun County. New Perspectives in Educational Research Quarterly, 4(11), 99-115.

Kasim, M., & Rathakrishnan, M. (2025). Enhancing Teachers' Resilience in Special Needs Education. Ijitss, 4, 115-129. https://doi.org/10.47577/ijitss.v4i.146

Kaya, A. (2024). The Association Between Transformational Leadership and Teachers' Creativity: Professional Resilience and Job Satisfaction as Mediators. Frontiers in psychology, 15. https://doi.org/10.3389/fpsyg.2024.1514621

Kusuma, R. Y., & Fathiyah, K. N. (2024). Empowered and Supported: Unpacking the Predictive Role of Self-Efficacy and Social Support in Shaping Teacher Resilience in Inclusive Elementary Schools. Journal an-Nafs Kajian Penelitian Psikologi, 9(1), 150-166. https://doi.org/10.33367/psi.v9i1.5448

Lu, J., Chen, J., Li, Z., & Li, X. (2024). A Systematic Review of Teacher Resilience: A Perspective of the Job Demands and Resources Model. Teaching and Teacher Education, 151, 104742. https://doi.org/10.1016/j.tate.2024.104742

Mercer, S., & Kostoulas, A. (2024). Teacher Wellbeing and Resilience in English Language Teaching: A Global Perspective. Routledge.

Miller, T., & Ahmed, R. (2024). Resilience and adaptability in teachers: The role of mind-body techniques. Conflict and Education Journal, 10(2), 123-138.

Nadeem, T., Hamid, S. N., Bhamani, S. S., Pirani, S., Mughal, F. B., Shahid, A., & Asad, N. (2024). Testing an Educational Intervention to Enhance Resilience and Self-Efficacy Among Schoolteachers in Karachi Pakistan. BMC research notes, 17(1). https://doi.org/10.1186/s13104-024-06683-1

Panganiban, T. D. C., Tagare, R. L., Aquino, J. M., Prevandos, F. G., Mañalac, E. R., Payumo, A., Sinag, J. M., Quibral, J., Longakit, J., García, A., Ballera, J. D., Celestial, E., Setiawan, E., & Lobo, J. (2025). Strengthening Future Educators: How School Climate Shapes Academic Resilience in Physical Education Teacher Education Students. Sportis Scientific Journal of School Sport Physical Education and Psychomotricity, 11(2), 1-28. https://doi.org/10.17979/sportis.2025.11.2.11366

Park, H., & Kim, J. (2024). The Effect of Teacher-Student Relationship on School Adjustment Mediated by Resilience as Recognized by Elementary School Students. Korean Association for Learner-Centered Curriculum and Instruction, 24(5), 571-583. https://doi.org/10.22251/jlcci.2024.24.5.571

Sattari, M. Q., Ketabi, S., & Dehghan, F. (2024). Resilience, psychological well-being and professional development of Iranian EFL teachers: A structural equation analysis. Issues in Language Teaching, 13(1), 125-147. https://doi.org/10.22054/ilt.2024.78945.1234

Song, S., Zhang, L., Yang, B., & Xu, C. (2024). The Relationship Between Resilience and Professional Well-Being Among Early Childhood Teachers: The Chain Me-Diating Role of Teacher Pedagogical Competence and Self-Efficacy. https://doi.org/10.21203/rs.3.rs-4770767/v1

Sun, X., Zhou, J., Liu, L., & Li, Q. (2024). Teacher Resilience Development in Rural Chinese Schools: Patterns and Cultural Influences. Teaching and Teacher Education, 147, 642-654. https://doi.org/10.1016/j.tate.2024.104656

Vergara, P. V., Gomez, C. S., & Silva, J. C. (2024). Resilience and Mental Health in Practicing Chilean Teachers during the Pandemic. Teaching and Teacher Education, 139, 417-435. https://doi.org/10.1016/j.tate.2023.104435

Versfeld, J., Ebersohn, L., Ferreira, R., & Graham, M. A. (2025). Social Connectedness as a Pathway to Teacher Resilience in Challenged Contexts. International Journal of Educational Research, 131, 106-111. https://doi.org/10.1016/j.ijer.2025.102601

Wang, T., Deng, J., Chen, R., Li, W., Liu, Y., & Zhang, Q. (2024). The Impact of Career Resilience on Job Burnout in University Physical Education Teachers: The Chain Mediating Role of Job Satisfaction and Job Performance. https://doi.org/10.21203/rs.3.rs-4106032/v1

Wang, X., Gao, Y., Wang, Q., & Zhang, P. (2024). Relationships between self-efficacy and teachers’ well-being in middle school English teachers: The mediating role of teaching satisfaction and resilience. Behavioral Sciences, 14(8), 629. https://doi.org/https://doi.org/10.3390/bs14080629

Xie, C. (2024). Teacher Support Behavior, Self-Regulated Learning Strategies and EFL Learner Resilience: A Study of Chinese Vocational Students in an EFL Context. International Journal of Research Studies in Language Learning, 10(3). https://doi.org/10.5861/ijrsll.2024.024

Zhao, Y., Ai, L., & Wang, X. (2025). Relationships between emotional intelligence, resilience, and critical thinking disposition among pre-service teachers: A moderated mediation analysis by gender. Acta Psychologica, 259, 105314. https://doi.org/10.1016/j.actpsy.2025.105314