Measuring resilience, happiness and sense of coherence of teachers in rural schools

Abstract

The purpose of this study is to describe and explore the happiness, sense of coherence and resilience of rural teachers from a positive psychology framework where positive and healthy adaptation is emphasized. This study forms part of the dissemination phase of a longitudinal study known as STAR (Supportive Teachers Assets and Resilience). Completed questionnaires by twelve rural teachers in STAR schools (2 primary and 1 secondary) in rural Mpumalanga were purposively sampled as data sources for secondary analysis. The measures included the Oxford Happiness Questionnaire (OHQ), Resilience Scale (RS-14) and the Orientation to Life Questionnaire (SOC-13). Results are presented as descriptive and non-parametric statistics.

Results indicated that teachers possess High Moderate to High levels of happiness, Moderate to High Moderate sense of coherence, and High Moderate to high levels of resilience. There was no significant relationship between happiness, sense of coherence and resilience. No significant differences were observed between levels of happiness, sense of coherence and resilience of teachers in (Pre- STAR intervention and post- STAR intervention); nor with regards to gender. Theorizing the findings of this study within the theoretical framework of positive psychology indicates that despite significant risk and adversity, teachers are able to demonstrate positive psychological constructs in the form of happiness (extraversion, kindness, humor, sense of purpose, aesthetic appreciation, locus of control, positive affect, self-efficacy, physical health and self-esteem ), sense of coherence (comprehensibility, manageability and meaning) and resilience (self-reliance, having a purposeful and meaningful life, equanimity, perseverance and existential aloneness).