Practical significance of the results of factor analysis for increasing teachers' stress resilience

Abstract

The importance of maintaining health, job satisfaction, and productivity of teachers in the education sector is growing. Increasing demands placed on teachers significantly affect their psychological state and professional effectiveness. This article examines the key psychological characteristics that determine teachers' resilience to stress using the Resilience Scale for Adults (RSA) developed by Fribourg et al., and discusses the practical implications of factor analysis results for improving teachers' resilience. The methodology was applied in one of the lyceum schools of Astana, with a total of 135 respondents participating in the survey. The first part identified respondents' sociodemographic characteristics, while the second part consisted of a 33-item questionnaire measuring various psychological aspects, including self-efficacy, social skills, family coherence, support, and adaptability. In the analysis, variables were grouped into several main factors. To determine the number of factors, the Kaiser criterion and Scree diagram were used. Factor analysis was expected to identify key components contributing to increased resilience and to support targeted psychological assistance and professional development. Based on the results, RSA items were grouped into four key factors: family coherence, self-confidence, social skills, and flexibility. The study offers practical recommendations for strengthening teachers’ adaptive capacity in stressful situations using factor analysis.