Resilience in Times of Disruptions: Perspectives from Thai Pre-service English Teachers
Main Article Content
Keywords
Teacher resilience, pre-service teachers, teacher education, qualitative analysis
Abstract
Amidst disruptions in the education, resilience has emerged as a vital quality for educators. This study aimed to explore the nature of resilience as a dynamic construct from the perspectives of Thai pre-service English teachers (n=115), who were recruited through convenience sampling. Using thematic analysis of qualitative data, four key themes were identified: maintaining a positive outlook and sense of control, developing flexibility, being in a supportive environment and inspiring growth in others. These findings highlight the multifaceted nature of resilience and how personal attributes, professional support, and institutional conditions shape it. This renders resilience as a dynamic and context-dependent construct rather than one that is fixed. Teacher education programs, especially in the ASEAN context, should recognize resilience as an important construct to be familiarized among pre-service teachers. This would ensure that these future teachers would be prepared to address challenges or opportunities that arise in their work environment.
References
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Paschal, A. C. (2023). Emotional intelligence and burnout: A correlational study of Primary School teachers in Thailand (Unpublished doctoral dissertation). Northcentral University.
Pitikornpuangpetch, C. & Suwanarak, K. (2021) Teachers' beliefs and teaching practices about communicative language teaching (CLT) in a Thai EFL context. LEARN Journal: Language Education and Acquisition Research Network, 14(2), 1-27. https://so04.tci-thaijo.org/index.php/LEARN/article/view/253254
Poole, A. (2020). Internationalised school teachers' experiences of precarity as part of the global middle class in China: Towards resilience capital. The Asia-Pacific Education Researcher, 29(3), 227-235. https://doi.org/10.1007/s40299-019-00472-2
Prinsloo-Marcus, L., & Campbell, B. (2023). Linguistic autobiographies and critical friend conversations as reflective tools in pre-service teacher education. Changing English, 30(1), 45-53. https://doi.org/10.1080/1358684X.2022.2140646
Sofyan, M., Barnes, M., & Finefter-Rosenbluh, I. (2023). Teacher effectiveness in Asian higher education contexts: A systematic review. Teaching in Higher Education, 28(8), 2135-2159. https://doi.org/10.1080/13562517.2021.1952567
Sukying, A. (2021). Choices of language learning strategies and English proficiency of EFL university learners. LEARN Journal: Language Education and Acquisition Research Network, 14(2), 59-87. https://so04.tci-thaijo.org/index.php/LEARN/article/view/253261
Sumakul, D. T. Y., Hamied, F. A., & Sukyadi, D. (2022). Artificial Intelligence in EFL Classrooms: Friend or Foe? LEARN Journal: Language Education and Acquisition Research Network, 15(1), 232-256. https://files.eric.ed.gov/fulltext/EJ1336138.pdf
Tran, H., & Li, M. (2024). Influential sociocultural factors on teacher agency in times of educational change: Reflection from a Southeast Asian context. International Journal of Applied Linguistics, 35(1), 308-324. https://doi.org/10.1111/ijal.12619
Waghid, Z., & van Wyk, M. D. (2024). Towards preparing pre-service teachers for future education crises: The significance of emotional knowledge and learner resilience. In Critical Reflections on Teacher Education in South Africa (pp. 131-154). Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-58090-1_7
Wang, Y., Derakhshan, A., & Rahimpour, H. (2024). Developing resilience among Chinese and Iranian EFL teachers: A multi-dimensional cross-cultural study. Journal of Multilingual and Multicultural Development, 45(6), 2111-2128. https://doi.org/10.1080/01434632.2022.2042540
Anas Ahmadi. (2021). Teachers as ethnographers: Narrative study of inquiry of Indonesian teachers assigned to teach in remote areas. European Journal of Educational Research, 10(1), 115-126. https://doi.org/10.12973/eu-jer.10.1.115
Bayaga, A., Bossé, M. J., Seveir, J. Fountain, C., Williams, D., Bosire, S., & Blignaut, S. (2021). University faculty opinions of preservice teachers' technological readiness. Canadian Journal of Science, Mathematics and Technology Education, 21, 44-64. https://doi.org/10.1007/s42330-021-00138-6
Brewis, J. (2014). The ethics of researching friends: On convenience sampling in qualitative management and organization studies. British Journal of Management, 25(4), 849-862. https://doi.org/10.1111/1467-8551.12064
Burns, M., Bally, J., Burles, M., Holtslander, L., & Peacock, S. (2022). Constructivist grounded theory or interpretive phenomenology? Methodological choices within specific study contexts. International Journal of Qualitative Methods, 21. https://doi.org/10.1177/16094069221077758
Epanto, A. M. (2024). Implementation of retention and turnover practices for migrant Filipino teachers in Bangkok, Thailand: Basis for an action plan. Asian Journal of Multidisciplinary Studies, 7(1), 227-254.
Fihris, Nasikhin, Naifah, & Muthohar, S. (2024). Motivations of international students from Indonesia, Thailand, and the Philippines in selecting teacher education programs. Journal of International Students, 14(5), 159-175. https://files.eric.ed.gov/fulltext/EJ1455747.pdf
Gleason, N. W., & Pan Algarra, S. M. (2022). Disruption and public policy education across Asia: The fourth industrial revolution, the climate crisis, and Covid-19. In S. Nair & N. Varma (Eds.), Emerging Pedagogies for Policy Education: Insights from Asia (pp. 15-38). Springer Nature Singapore. https://doi.org/10.1007/978-981-16-5864-8_2
Hascher, T., Beltman, S., & Mansfield, C. (2021). Teacher wellbeing and resilience: Towards an integrative model. Educational Research, 63(4), 416-439. https://doi.org/10.1080/00131881.2021.1980416
Hashem, R., Ali, N., El Zein, F., Fidalgo, P., & Khurma, O. A. (2024). AI to the rescue: Exploring the potential of ChatGPT as a teacher ally for workload relief and burnout prevention. Research & Practice in Technology Enhanced Learning, 19. https://doi.org/10.58459/rptel.2024.19023
Howard, S., & Johnson, B. (2004). Resilient teachers: Resisting stress and burnout. Social Psychology of Education, 7(4), 399-420. https://doi.org/10.1007/s11218-004-0975-0
Imsa-ard, P. (2024). 'I'm happy with my job, but…': Thai EFL teacher's well-being and boreout. NIDA Journal of Language and Communication, 29(46), 23-45.
Kowitarttawatee, P., & Limphaibool, W. (2022). Fostering and sustaining teacher resilience through integration of eastern and western mindfulness. Cogent Education, 9(1). https://doi.org/10.1080/2331186X.2022.2097470
Nassaji, H. (2020). Good qualitative data. Language Teaching Research, 24(4), 427-431. https://doi.org/10.1177/1362168820941288
Orines, R. D., Dequitos, M. J. S., De Leon, A. Q., Garganera, L. M. S., Lim, R. S. N. A., Macabato, J. T., & Ordonio, M. L. G. (2023). Work-Related Burnout on Psychological Well-Being among Public School Teachers: Resilience as Moderating Factor. European Journal of Psychology and Educational Research, 6(3), 157-163. https://doi.org/10.12973/ejper.6.3.157
Pal, I., Sukwanchai, K., Bhuridadtpong, A., & Pal, A. (2022). Impacts of pandemic on education sector in Thailand. In R. Shaw & I. Pal (Eds.), Pandemic Risk, Response, and Resilience: COVID-19 Responses in Cities Around the World (pp. 471-483). Elsevier. https://doi.org/10.1016/B978-0-323-99277-0.00016-4
Parrott, E., Lomeli-Rodriguez, M., Burgess, R., Rahman, A., Direzkia, Y., & Joffe, H. (2024). The Role of Teachers in Fostering Resilience After a Disaster in Indonesia. School Mental Health. https://doi.org/10.1007/s12310-024-09709-y
Pascua-Valenzuela, E. A. (2025). Post-Pandemic Educational Reforms in ASEAN (ASEAN Socio-Cultural Community Policy Brief No. 16). ASCC Research and Development Platform on Future of Education. https://asean.org/wp-content/uploads/2025/02/ASCC-RD_Policy-Brief_FoE-16-2025_REV.pdf
Paschal, A. C. (2023). Emotional intelligence and burnout: A correlational study of Primary School teachers in Thailand (Unpublished doctoral dissertation). Northcentral University.
Pitikornpuangpetch, C. & Suwanarak, K. (2021) Teachers' beliefs and teaching practices about communicative language teaching (CLT) in a Thai EFL context. LEARN Journal: Language Education and Acquisition Research Network, 14(2), 1-27. https://so04.tci-thaijo.org/index.php/LEARN/article/view/253254
Poole, A. (2020). Internationalised school teachers' experiences of precarity as part of the global middle class in China: Towards resilience capital. The Asia-Pacific Education Researcher, 29(3), 227-235. https://doi.org/10.1007/s40299-019-00472-2
Prinsloo-Marcus, L., & Campbell, B. (2023). Linguistic autobiographies and critical friend conversations as reflective tools in pre-service teacher education. Changing English, 30(1), 45-53. https://doi.org/10.1080/1358684X.2022.2140646
Sofyan, M., Barnes, M., & Finefter-Rosenbluh, I. (2023). Teacher effectiveness in Asian higher education contexts: A systematic review. Teaching in Higher Education, 28(8), 2135-2159. https://doi.org/10.1080/13562517.2021.1952567
Sukying, A. (2021). Choices of language learning strategies and English proficiency of EFL university learners. LEARN Journal: Language Education and Acquisition Research Network, 14(2), 59-87. https://so04.tci-thaijo.org/index.php/LEARN/article/view/253261
Sumakul, D. T. Y., Hamied, F. A., & Sukyadi, D. (2022). Artificial Intelligence in EFL Classrooms: Friend or Foe? LEARN Journal: Language Education and Acquisition Research Network, 15(1), 232-256. https://files.eric.ed.gov/fulltext/EJ1336138.pdf
Tran, H., & Li, M. (2024). Influential sociocultural factors on teacher agency in times of educational change: Reflection from a Southeast Asian context. International Journal of Applied Linguistics, 35(1), 308-324. https://doi.org/10.1111/ijal.12619
Waghid, Z., & van Wyk, M. D. (2024). Towards preparing pre-service teachers for future education crises: The significance of emotional knowledge and learner resilience. In Critical Reflections on Teacher Education in South Africa (pp. 131-154). Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-58090-1_7
Wang, Y., Derakhshan, A., & Rahimpour, H. (2024). Developing resilience among Chinese and Iranian EFL teachers: A multi-dimensional cross-cultural study. Journal of Multilingual and Multicultural Development, 45(6), 2111-2128. https://doi.org/10.1080/01434632.2022.2042540
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Published
Jul 30, 2025
Article Details
How to Cite
Sairattanain, J., Thawarom, T., & Loo, D. B. (2025). Resilience in Times of Disruptions: Perspectives from Thai Pre-service English Teachers. AsTEN Journal of Teacher Education, 9(1). https://doi.org/10.56278/asten.v9i1.3125
Section
Section 1: Research Articles and Research Briefs
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