Abstract:
This study examined the possibility of integrating resilience strategies into the TPD-R
curriculum to help teachers develop resistance to stress and enable them to thrive
under the pressures of teaching. Drawing on theoretical and empirical insights, the
social ecological theory of resilience provided the theoretical framework for this
research. The study employed a quantitative research design and utilised a quasiexperimental approach for data collection. A purposive sampling technique was used
to select 50 female participants from 2 pedagogical excellence centres located in
Astana, Kazakhstan. These participants were randomly assigned to either the TPD-R
group (25) or to the control group (25). The Teacher Stress Scale (TSS) (a ¼ .81) and
the Resilience for Adults Scale (a ¼ .89) were employed for data collection to assess
job stress and resilience. The data were analysed using the analysis of covariance and
independent t-tests. The TPD-R training intervention significantly improved the resilience ability of female teachers, as indicated by their pre-test and post-test mean
scores of 36.25 (36.25%) and 27.13 (27.13%) respectively. The participants exposed to
TPD-R (mean ¼ 43.52; SD ¼ 13.86) demonstrated greater improvement compared to
those in the control group (mean ¼ 27.97; SD ¼ 2.31). Furthermore, the study found
a significant interaction effect between the treatment and years of service. In conclusion, TPD-R training effectively helps reduce teacher job-related stress and promotes
resilience, especially among female teachers. However, the resistance against job
stress may be dependent on years of experience.
