A Gender-Focused Prism on the Long-Term Impact of Teachers’ Emotional Mistreatment on Resilience: Do Men and Women Differ in Their Quest for Social-Emotional Resources in a Masculine Society?

Niva Dolev, Yariv Itzkovich and Bat Katzman
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Niva Dolev: School of Humanities, Kinneret Academic College on the Sea of Galilee, Tzemach 15132, Israel
Yariv Itzkovich: School of Humanities, Kinneret Academic College on the Sea of Galilee, Tzemach 15132, Israel
Bat Katzman: School of Humanities, Kinneret Academic College on the Sea of Galilee, Tzemach 15132, Israel

Sustainability, 2021, vol. 13, issue 17, 1-15

Abstract: As a personal resource, resilience enables individuals to cope with stressful life events and to adapt to diverse situations. In the framework of Conservation of Resource (COR) theory, the current study investigates whether personal and social resources, namely emotional intelligence (EI) and gender, can contribute to resilience for individuals who experienced teacher mistreatment as adolescents. Our findings show that men and women differ in their baselines concerning mistreatment and emotional intelligence. Individual resources in the form of EI and social resources, and particularly gender, affect resilience. Moreover, gender and the Use of Emotion (UOE) facet of EI interact in their contribution to resilience. These findings provide better insights into the interrelationships between the diverse resources affected by past teacher mistreatment. An enhanced understanding can help us mitigate teacher mistreatment and promote more socially sustainable communities that are just and equitable, and support the emotional and social growth and resilience of its members

Keywords: resilience; conservation of resource theory; emotional intelligence; gender; teacher mistreatment; sustainability (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2021
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