Teachers’ roles in promoting preschoolers’ resilience in schools of the Bangkok metropolitan region

Abstract

The purpose of this research was to study teachers’ roles in promoting preschoolers’ resilience in a school in the Bangkok metropolitan region. This study’s aim was to assess two aspects of these roles: creating a learning atmosphere and learning management. The sample comprised 456 preschool teachers in schools that were under the Office of the Basic Education Commission, the Office of the Private Education, the Bangkok Metropolitan/Local Administrative Organizations, and the Office of the Higher Education Commission. The research tools were questionnaires, observation forms, and interviews. Data were analyzed by using frequency, mean, percentage, standard deviation, and content analysis. The research finding was that preschool teachers’ roles in promoting preschoolers’ resilience was at a high level. The aspect of creating a learning atmosphere was higher than learning management. This study also used data from observations and the interviews with preschool teachers, with a focus on how they encouraged children in their classes to become resilient. This involved creating a warm and a friendly atmosphere that encouraged children to feel a sense of mental stability. Moreover, this made children feel that they were part of the classroom, developed their social skills, and helped children to manage their emotions through opportunities to engage in play. Furthermore, encouraging resilience gave children opportunities to have new experiences, and to develop skills in dealing with problems.