Investigating University Teachers' Resilience During COVID-19 A case study of EFL teachers at Ibn Khaldoun University of Tiaret

Abstract

Higher education has been one of the most disrupted domains during the COVID-19 pandemic. This study examined the resilience levels of EFL teachers of Ibn Khaldoun University; the challenges they faced; and coping strategies they used during the COVID-19 pandemic through quantitative and qualitative analysis of data collected using a questionnaire and a semi-structured interview. Results revealed moderate resilience among participants, with higher scores observed in those with more teaching experience. Teachers faced challenges in adapting to remote teaching but employed coping strategies, such as embracing technology and seeking support, while expressing the need for resources, training, and recognition of their efforts. This study recommends providing teachers with technological resources, training opportunities, and emotional support from colleagues and supervisors, while recognising their efforts during challenging times. These recommendations aim to support and enhance the resilience of university teachers in navigating future crises. It is important to acknowledge the limitations of this study, including the reliance on self-report measures, potential sampling biases, and the context-specific nature of the findings, which may limit generalizability.