Science Teachers Resilience in Science
Learning during Pandemic
Dr. Indrawati
SEAMEO QITEP in Science, Indonesia

SEAQIS’
Role as aResilient

GlobalCitizen

1

Online training on
various themes
such as STEM andComputationalthinking.

2to KeepSEAQIS Research andLearning
Research Grants§ Development of AndroidContinues based Learning Media(Grantee)§ The use of Augmented
Reality as a Learning
Media (Grantee)

3International Joint
Conference on STEM
Education 2020:“STEM Education pathway
through the Crisis”(in collaboration with IPSTand SEAQM)

4

SEAQIS Webinar Series§ ScienceLearning
Innovation
through Digital Technologies§ Resources for Remote Learning in
STEM, Renewable Energy andother STEM Resources§ Inquiry Based Approaches for
Remote Teaching & Learning in
STEM Featuring Water in The 21stCentury

INTRODUCTION (cont.)
This research is:a. effort to understand science teachers in regional (mentally & psychologically):science teachers’ resilience in this time of crisisb. basis for developing innovative program to enhance science teachers’
competencies in pandemic

COVID-19 Pandemic triggers anxiety among individuals beyond geographicallocations and cultural and social structures (Wang et al., 2020).
The Pandemic also affect psychologically such as depression (Braun-Lewensohn & AlSayed, 2018) as well as with individual resilience (Kimhi & Eshel, 2016).

“ RESILIENCE(noun) re-sil-ience

A method of bouncing back fromdifficult experiences and coping wellAPA, 2014

“RESILIENCE OF TEACHERS
The ability to keep bouncing back, to rapidly and effectively
recover strengths, it is related to a deep sense of vocation, selfefficacy and motivation to teach (Gu & Day, 2007).
Being resilient implies coping mechanisms to resilience offers apromising insight to consider how teachers address and retain
their motivation and dedication to students in times ofuncertainty (Gu & Day, 2007).

O BJ EC T IV ES
To create profile of scienceteachers’ resilience inscience learning during
pandemic and its 7aspects.

EmotionRegulation
Reaching
Out

ImpulseControl

7 Aspects ofResilience
Self
Efficacy

Reivich and Shatte,
2003

Empathy

Optimism

CausalAnalysis

METHOD

Survey design and questionnaire using a 5-points Likert scale to measureteachers’ resilience toward science learning during pandemic and wasdistributed by using google form.
The instrument covers 7 aspects i.e. emotion regulation, impulse control, causal analysis, optimism,empathy, self-efficacy, reaching out

The instrument item (56 items) meets the criteria of Rasch model, illustrated by 0,5 < MNSQ < 1,5and - 2 < ZSTD < +2 (Boone et al., 2014)

R value of 0.91: high reliability.
Respondent: 1349 teachers (primary & secondary); 26 provinces in Indonesia.
Data analysis: used the IRT Rasch model approach assisted by Winsteps Aps v. 3.7 and was carried out

to classify teachers’ resilience and its aspects into 5 scale using (very high – very low) formula of mean ±deviation standard (Syaifuddin, 2012)

FINDINGSAND DISCUSSION

Science Teachers Resilience(general and based on demography)

Science Teachers Resilience• Resilience: very high category• Resilience based on demography : high category

This illustrate that teachers:• can face, overcome and successfully adapt positively very well to difficulties inscience learning during the pandemic.
• learn how to deal with and overcome difficulties during the pandemic àresilient (Grotberg, 2003) which relevant to other findings that young teachers
in remote areas can become a youth resilient teachers (Listiyandini & Fitriana,2013).
• posses resilience which is resulted from successful positive adaptations tolearning difficulties during the pandemic (Hendeson & Milstein, 2010,
Wosnitza et al., 2014, Reivich & Shatte, 2002).
• succeed in developing positive adaptations à reflects positive thoughts,
feelings and ways of life after individuals face difficulties (Baum, 2009).

SCIENCE TEACHER CAPACITY
IN 7 RESILIENCE ASPECTS

Capacity of science teachers in 7 resilience aspects(emotional regulation, impulse control, causal analysis,
self-efficacy, optimism, empathy and reaching out): highcategory.
7 aspects based on demography: high category
It means:§ science teachers have adequate or good resilience.
§ they are able to respond positively and productively tothe difficulties in learning during the pandemic (Reivich &Shatte, 2002).

SCIENCE TEACHER CAPACITY
IN 7 RESILIENCE ASPECTS

7 resilience aspects:§ internal protective factors possessed by science teachers, it’s called as
personal characteristics that protect science teachers:
a. from risk-causing factors,
b. reduce the impact of stress from learning during the pandemic,c. facilitate and increase very high resilience (Reivich & Shatte, 2002;
Henderson & Milstein 2010)§ Achieving positive adaptation shows science teachers have a personal
capacity that enables them to achieve and increase resilience (Thomas,2011).

SCIENCE TEACHERS’ CAPACITYIN EMOTION REGULATION

HighHigh

High

High

High High HighHighHighHighHigh

High

Total

Area

GenderTeaching
duration

School Level

SCIENCE TEACHERS’ CAPACITYIN IMPULSE CONTROLSCIENCE TEACHERS’ CAPACITYIN CAUSAL ANALYSISSCIENCE TEACHERS’ CAPACITY
IN OPTIMISM

GenderVery High+1,29
High+0,43
Moderate-0.43
Low-1,29Very Low

Teaching
duration

School Level

AreaSCIENCE TEACHERS’ CAPACITYIN EMPHATYSCIENCE TEACHERS’ CAPACITY
IN SELF-EFFICACYSCIENCE TEACHERS’ CAPACITYIN REACHING OUTRESILIENCEAND ITS 7 ASPECTS§ resilience based on demography: all high in category à by mean value: in the upper range or limit§ So resilience: very high in category - but its mean: lower range.
§ 7 resilience aspects: all in the high category à by mean value: there are differences.
§ Mean in:a. upper range: control impulse, optimism, empathy, and causal analysis.
b. middle range: emotional regulation and causal analysis,c. lower range: self-efficacy and reaching out.
§ This research need to be:a. conducted to broader science teachers' community in Southeast Asiab. followed up by other research to identify factors of science teachers’ resiliencec. SEAQIS innovation programme basis for science learning during pandemic

Are wea resilient Global
Citizen?

Are youa resilient teacher?

THANKYOU