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In the previous part, the author focused on the theoretical definition of adaptability and enumerated some of the advantages of adaptability to teachers’ performances. In the present essay, the author highlights issues regarding how adaptability acts as a resource to equip teachers with the knowledge they need to manage emotional conflicts and instructional challenges (McIlveen et al., 2018). We know that when an individual enters a profession, he or she may face some problems which could be influential in his or her roles in the family. In other words, there might be a relationship between years of job experience and different levels of family-to-work conflict, especially among novice teachers. Due to the importance of the role of unpredictable challenges in teachers’ performances, the present study aims to inspect how adaptability assists teachers to manage challenges. Following this aim, this essay encompasses four parts including:
Maintaining effective job performance is one of the main concerns for organizational leaders and supervisors. This issue is more critical in human-centered jobs such as teaching which is full of stress and tension. Teachers have to cope with many professional challenges and the level of coping with these challenges put affect their performance. In the negative side of this point when teachers are not well prepared to manage challenges, they may lose interest in teaching and get demotivated. If this situation continues, negative consequences such as emotional exhaustion, burnout, and turnover happen in the workplace.
These days most people would like to work because of satisfying financial problems, being independent, achieving their aims, etc. However, making a balance between job practices and family needs turns into an important factor in increasing one’s job effectiveness and sustaining one’s roles in the family. Here the significance of adaptability becomes clear. At the psychological level, adaptable teachers have learnt how to be emotional managers and control their feelings and emotions. Based on conducted studies, three strategies are suggested for how to make adjustments with difficulties. One of the best strategies is to prioritize the work demands as well as the roles that a teacher has in the family. People have different personalities, interests, beliefs, and aims and all of them influence their priorities. The second strategy refers to using your own creativity. Generally, when you are creative, you can consider more options regarding the best response in difficult situations. The third strategy could be predicting the consequence of each decision you would like to make. When you think about what you want to obtain, you can have a specific adjustment that fits your own abilities and conditions. It is said that no strategy fits all. Try to increase your knowledge, creativity, skill, and confidence in every field you work and seek help from experienced people.
Adhering to the ethical factors to ensure that teachers’ personal family-related problems do not intervene with their job performance where they maintain other relationships with students and colleagues is crucial for teachers. The nature of teaching deals with many challenges and requires teachers to have awareness of how to make adjustments to those changes. Employing various adaptability strategies could lead to more life satisfaction.
McIlveen, P., Perera, H., Baguley, M., van Rensburg, H., Ganguly, R., Jasman, A., & Veskova, J. (2018). Impact of teachers’ career adaptability and family on professional learning. Asia-Pacific Journal of Teacher Education, 47(2), 103-117.