Cognitive coping strategies that supported teacher resilience during the COVID-19 pandemic

Abstract

Limited research focusing on the cognitive strategies that support the resilience of teachers in a world pandemic has been conducted. By employing a sequential explanatory mixed method research design, this study was undertaken to investigate how cognitive coping strategies supported teacher resilience during the COVID-19 pandemic. For data collection/generation and capturing/documentation, an online questionnaire (Phase 1, quantitative) was completed by 240 urban school teachers, and online participatory focus groups (Phase 2, qualitative) with 24 of these respondents were facilitated. In support, observation, audio-recordings, field notes and a reflective journal augmented data generation. Descriptive and inferential statistics were used for analysis of the quantitative data, and a hybrid thematic analysis approach was followed to analyse the qualitative data. Thereafter, the quantitative and qualitative results were integrated to achieve the purpose of the study. The results from analyses included the Spearman correlation coefficient which tested a value of 0.327 (p-value = < 0.001), indicating a significant and positive correlation between problem-focused coping and resilience. Cognitive strategies indicated to support resilience included active coping, planning, suppression of competing activities, restraint coping, seeking of instrumental social support and nurturing a growth mindset. The cognitive strategies identified in this study informs good practice principles and can direct the professional training of both psychologists and educators. Future research and interventions aimed at promoting teacher resilience by employing cognitive coping strategies may be conducted based on the findings of the study.