{"id":5845,"date":"2026-10-29T06:34:00","date_gmt":"2026-10-29T04:34:00","guid":{"rendered":"https:\/\/blogi.eoppimispalvelut.fi\/lumenlehti\/?p=5845"},"modified":"2026-10-27T14:46:11","modified_gmt":"2026-10-27T12:46:11","slug":"resilience-of-teachers-at-universities-of-applied-sciences","status":"publish","type":"post","link":"https:\/\/blogi.eoppimispalvelut.fi\/lumenlehti\/2026\/10\/29\/resilience-of-teachers-at-universities-of-applied-sciences\/","title":{"rendered":"Resilience of Teachers at Universities of Applied Sciences"},"content":{"rendered":"\n

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Johanna Majala, M.Soc.Sc., Doctoral Researcher, Senior Lecturer \/ Specialist, Participation and Functional Capacity, Lapland University of Applied Sciences<\/em> <\/em><\/p>\n\n\n\n

Merja Hjulberg, M.Soc.Sc., Senior Lecturer, Participation and Functional Capacity, Lapland University of Applied Sciences<\/em><\/p>\n\n\n\n

Keywords: resilience, university of applied sciences teacher, well-being<\/p>\n\n\n\n

What is resilience?<\/h2>\n\n\n\n

Resilience means an individual\u2019s ability to cope mentally as well as flexibility and capability to adapt and reorient in difficult or changing life situations. Resilience is not a permanent characteristic, but varies according to different life situations, experiences and the available resources. In everyday life, resilience manifests itself as an ability to cope reasonably well regardless of challenges, stress, uncertainties and changes, and to continue working towards one\u2019s goals despite adversities. Resilience builds in the interaction between the individual and their environment. It is therefore affected both by the individual’s personal resources and by their social relationships, communities and social structures. Key factors enhancing resilience include, for example, a positive understanding of oneself, emotional and interaction skills, a sense of inclusion, and the support received from friends and family and from professionals. Resilience can be seen as part of mental health and well-being as it supports the individual’s ability to face stressful situations in life and maintain their functional capacity also in the middle of difficulties. (Mieli ry, 2026.)<\/p>\n\n\n\n

Individual resilience means the level of stress and adversities that an individual can cope with without a significant change in their ability to strive for meaningful objectives and goals in their life (Poijula 2018, 29). However, resilience does not mean the absence of difficulties or an individual’s ability to overcome all challenges alone. Above all, it means an ability to adapt to changing life situations, recover from stressful experiences and find new operating methods in challenging situations. Resilience makes it possible for an individual to face adversities without breaking, recover from stressful life situations and continue their life. However, the significance of resilience is not limited to coping with difficult situations but has a wider impact on the person\u2019s course of life and the building of well-being. The ability of individuals to identify, make use of and strengthen their own resources guides how they interpret the situations they face in their lives and what kind of choices they make based on these situations. Resilience therefore plays a significant role in coping with everyday challenges as well as in building a positive future. (Koirikivi & Benjamin 2020.) Resilience should be identified as a vital factor in the work of teachers at universities of applied sciences. A constantly changing environment and organisation repeatedly challenge the teacher\u2019s sense of resilience in their work.<\/p>\n\n\n\n

Resilience in the work of teachers at universities of applied sciences<\/h2>\n\n\n\n

Todays\u2019 education and training organisations operate in a constantly changing operating environment where they are subject to a wide range of pressures for change caused by, for example, organisational reforms, funding cuts, increased competition and various unforeseen changes. From the point of view of education and training organisations\u2019 operation and success, it is essential to understand how the teachers working in them are able to meet the requirements of the changing operating environment and adapt to them. In this context, teacher resilience can play a key role, especially when universities of applied sciences face different changes and challenges related to the changes. A teacher\u2019s resilience is not based only on individual characteristics. The working environment and the resources available in it also have a significant impact (Aine 2025, 14, 43).<\/p>\n\n\n\n

Teaching is a meaningful profession that requires special competence in a subject. In addition, it requires the ability to deal with stress, changes and challenging interactive situations. Resilience supports the teacher\u2019s ability to adapt to these challenges and develop professionally. This does not mean coping alone. Instead, it is a dynamic process in which personal strengths, professional competence and support from the environment form the basis for the teacher\u2019s coping, recovery and professional growth. (University of Oulu 2026.)<\/p>\n\n\n\n

In her doctoral dissertation, Raisa Aine (2025, 32) examines the resilience of teachers at universities of applied sciences through four intertwined dimensions. These dimensions are an emotional, professional, motivational and social dimension, and the individual teacher at the centre. Based on the findings of the dissertation, the emotional dimension is the most prominent dimension. The next most common dimension emerging from the answers is the dimension related to the teacher\u2019s professional field, and the third one is the dimension linked to motivation. The dimension related to social aspects emerges from the answers as the fourth one. The dimensions are not separate from each other, however, but intersect and may include common and overlapping themes. The dimensions of resilience presented by Aine successfully describe the diversity of the work of teachers at universities of applied sciences and the factors that support coping at work in the changing operating environments. It is particularly important to examine resilience broadly from the point of view of both individual resources and the social environment. This will show the teacher’s well-being and professional growth as a shared responsibility, not only as an individual\u2019s capability to cope with the stress caused by work.<\/p>\n\n\n\n

What factors affect the resilience of teachers at universities of applied sciences<\/h2>\n\n\n\n

A sustainable working life is not based only on ecologically and economically sustainable solutions, but also on practices that are sustainable from the human and social points of view. Social sustainability is manifested as well-functioning work communities, fair operating practices and equal distribution of the demands and benefits of work. The key factors of human sustainability are reasonable stress from work, the meaningfulness of work and the realisation of a balance between work and other aspects of life. In a sustainable working life, the well-being, participation and functional capacity of the employees is ensured by making coping at work and professional development possible throughout the person’s career. This also strengthens the work community\u2019s ability to respond to changes and maintain high-quality activities in the changing circumstances of working life. (Saari 2016, 4.)<\/p>\n\n\n\n

Aine\u2019s study (2025) shows that the teacher\u2019s resilience is not only a characteristic of an individual, but an evolving process that can be strengthened and supported. Resilience builds in the interaction between the individual and the working environment. It is strengthened by, for example, the teacher’s attitude, the relationships formed at work, the management of the workload and practices that support daily work. According to the study, the building and strengthening of resilience also involves different individual resources. Enthusiasm and motivation for their own work as well as personal characteristics such as flexibility and friendliness were identified as factors supporting the resilience of teachers at universities of applied sciences. In addition, resilience was promoted by the teacher\u2019s own resources, such as good health, the ability to examine and identify their own emotional states, and the ability to adapt their own activities as required by the situation. (Aine 2025, 86, 115.)<\/p>\n\n\n\n

Resilience is challenged especially by changing work teams, colleagues and supervisors as well as by organisational and system changes. The findings emphasise that resilience forms in the interaction between the teacher and the changing operating environment, which is why it cannot be examined only as a teacher’s individual characteristic. Management of one’s own workload and sufficient recovery are essential in terms of the resilience of teachers at universities of applied sciences. Suitable pressure may increase the efficiency of work, but sudden and continual changes in the workload and the job description are a challenge to coping. Digitalisation, adopting new systems and the changes taking place in the work community and organisation also strain resilience. However, the impacts of the changes affect individuals in different ways: for example, changing over to remote learning may be stressful to someone, but strengthen the resilience of someone else. (Aine 2025, 120\u2013121.)<\/p>\n\n\n\n

Even the resilience of an enthusiastic and motivated teacher may be impaired by increasing stress and continual changes.  It is therefore important to identify one\u2019s own resources, look after one’s health, seek support where necessary and find personally suitable methods of recovery. Occasional stress may support working, but long-term resilience requires a possibility to recover.<\/p>\n\n\n\n

Importance of resilience for the well-being of teachers at universities of applied sciences<\/h2>\n\n\n\n

Well-being at work builds on a balance between the demands of the work and the employee\u2019s resources. In addition to individual factors, such as the person’s attitude to life and ability to recover from stress, it is also affected by the work community, management and the operating practices of the organisation. The promotion of well-being at work therefore requires a comprehensive approach. The key factors affecting well-being at work are the workload, management, support from the work community and the meaningfulness of work. Ethical stress, i.e., the conflict between the values of the work and what is possible in practice is sometimes stressful. In a teacher\u2019s work, ethical stress may arise when, for example, the teacher would like to support a student more, but the time available is not sufficient for it. Teachers\u2019 well-being is part of the functional ability and future of the teaching organisation \u2013 not just a question of how an individual teachers copes.  (Salminen & Haltia & Laasanen & Kytt\u00e4l\u00e4 2025.)<\/p>\n\n\n\n

As pointed out above, it is important from the point of view of resilience that teachers take care of their own health and recognise the limits of their coping. However, the responsibility for well-being is not born by the teacher alone. The work community and the organisation also play a key role in supporting resilience. Changes and financial pressures inevitably put a strain on the teacher, but the teacher\u2019s resources can be reinforced by providing opportunities to be seen and heard and to use their own strengths at work. At best, a resilient teacher is a resource for the whole work community. The strengthening of resilience is therefore a shared duty for the teacher, the work community and the organisation. (Aine 2025, 86\u201387.)<\/p>\n\n\n\n

An employee’s previous challenging experiences may improve their ability to cope and help them identify operating practices and attitudes that support moving on from difficult situations. At the level of individuals, factors that strengthen resilience include identifying one\u2019s own resources and limits and where necessary, the ability to give up and redirect the activities. In the work community, resilience is supported by interaction, sharing of experiences and finding solutions together. The focus should not be only on sharing difficulties, but the discussions should also strengthen resources and help people to move on instead. Resilience is promoted by support from supervisors and colleagues, training and work coaching, and encounters in daily work. Resilience thus builds in the interaction of the individuals own resources and the support they receive from people around them. (Kettunen, 2015.)<\/p>\n\n\n\n

A sense of community is emphasised in the work of teachers at universities of applied sciences. It is an important factor maintaining and promoting well-being at work because it has a comprehensive impact on teachers\u2019 work. Matters important for teachers\u2019 well-being at work also include fairness, equal treatment, good management, as well as support from both the supervisor and the work colleagues. Defining the limit between the teacher\u2019s working time and free time is also essential. The pedagogical planning and implementation included in one\u2019s work, as well as maintaining and developing one\u2019s professional competence in the changing society are also important. However, a question arises as to whether matters important to teachers\u2019 well-being still exist and are possible.<\/p>\n\n\n\n

References<\/h2>\n\n\n\n

Aine, Raisa. 2025. Opettajan resilienssi ammattikorkeakoulun muuttuvassa toimintaymp\u00e4rist\u00f6ss\u00e4. Fenomenografinen tutkimus ammattikorkeakouluopettajien k\u00e4sityksist\u00e4 ja kokemuksista resilienssist\u00e4. Lapin yliopisto.<\/p>\n\n\n\n

Kettunen, Iita. Joustava ei katkea. https:\/\/www.talentia.fi\/talentia-lehti\/joustava-ei-katkea\/.<\/p>\n\n\n\n

Koirikivi, Pia & Benjamin Saija 2020. Mit\u00e4 resilienssi on? https:\/\/www.helsinki.fi\/fi\/tutkimusryhmat\/radikaaliksi-kasvamassa\/ajankohtaista\/mita-resilienssi-on<\/p>\n\n\n\n

Mieli ry. 2026. Resilienssi auttaa selviytym\u00e4\u00e4n. https:\/\/mieli.fi\/vahvista-mielenterveyttasi\/mita-mielenterveys-on\/resilienssi-auttaa-selviytymaan\/<\/p>\n\n\n\n

University of Oulu 2026. Building Resilience in Future Teachers: Why It Matters. https:\/\/www.oulu.fi\/en\/news\/building-resilience-future-teachers-why-it-matters<\/p>\n\n\n\n

Poijula, Soili 2018. Resilienssi. Muutosten kohtaamisen taito. Kirjapaja. Helsinki.<\/p>\n\n\n\n

Saari, Tiina 2016. Resilienssi ty\u00f6ntekij\u00e4n voimavarana asiantuntijaty\u00f6n aikapaineiden hallinnassa. https:\/\/journal.fi\/hallinnontutkimus\/issue\/view\/6804<\/p>\n\n\n\n

Salminen,  Jaanet &  Haltia, Niina &  Laasanen, Miia & Kytt\u00e4l\u00e4, Minna. 2025. Opettajan ty\u00f6hyvinvointi on koulun toimintakyvyn ja oppilaiden hyvinvoinnin perusta. https:\/\/www.utu.fi\/fi\/ajankohtaista\/aurora\/opettajan-tyohyvinvointi-on-koulun-toimintakyvyn-ja-oppilaiden-hyvinvoinnin<\/p>\n\n\n\n

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Resilience means an individual\u2019s ability to cope mentally as well as flexibility and capability to adapt and reorient in difficult or changing life situations.<\/p>\n

Teaching is a meaningful profession that requires special competence in a subject. In addition, it requires the ability to deal with stress, changes and challenging interactive situations. Resilience supports the teacher\u2019s ability to adapt to these challenges and develop professionally. This does not mean coping alone. <\/p>\n","protected":false},"author":1658,"featured_media":5759,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_monsterinsights_skip_tracking":false,"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_feature_clip_id":0,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_publicize_message":"","jetpack_publicize_feature_enabled":true,"jetpack_social_post_already_shared":true,"jetpack_social_options":{"image_generator_settings":{"template":"highway","default_image_id":0,"font":"","enabled":false},"version":2},"jetpack_post_was_ever_published":false},"categories":[798270,798245,110187],"tags":[3829,94,798271,31084,684179],"class_list":["post-5845","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-3-2026","category-inenglish","category-teema-artikkeli","tag-hyvinvointi","tag-koulutus","tag-resilienssi","tag-tyoelama","tag-yhteisollisyys"],"jetpack_publicize_connections":[],"jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/p7X4tP-1wh","jetpack_featured_media_url":"https:\/\/blogi.eoppimispalvelut.fi\/lumenlehti\/files\/2026\/10\/Majala_Hjulberg_theme-article_Lumen_3_2026.jpg","_links":{"self":[{"href":"https:\/\/blogi.eoppimispalvelut.fi\/lumenlehti\/wp-json\/wp\/v2\/posts\/5845","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogi.eoppimispalvelut.fi\/lumenlehti\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogi.eoppimispalvelut.fi\/lumenlehti\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogi.eoppimispalvelut.fi\/lumenlehti\/wp-json\/wp\/v2\/users\/1658"}],"replies":[{"embeddable":true,"href":"https:\/\/blogi.eoppimispalvelut.fi\/lumenlehti\/wp-json\/wp\/v2\/comments?post=5845"}],"version-history":[{"count":2,"href":"https:\/\/blogi.eoppimispalvelut.fi\/lumenlehti\/wp-json\/wp\/v2\/posts\/5845\/revisions"}],"predecessor-version":[{"id":5891,"href":"https:\/\/blogi.eoppimispalvelut.fi\/lumenlehti\/wp-json\/wp\/v2\/posts\/5845\/revisions\/5891"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/blogi.eoppimispalvelut.fi\/lumenlehti\/wp-json\/wp\/v2\/media\/5759"}],"wp:attachment":[{"href":"https:\/\/blogi.eoppimispalvelut.fi\/lumenlehti\/wp-json\/wp\/v2\/media?parent=5845"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogi.eoppimispalvelut.fi\/lumenlehti\/wp-json\/wp\/v2\/categories?post=5845"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogi.eoppimispalvelut.fi\/lumenlehti\/wp-json\/wp\/v2\/tags?post=5845"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}