Resilience strategies employed by teachers with dyslexia working at tertiary education

Abstract

This study investigates resilience strategies exhibited by teachers with dyslexia working at tertiary education. Narrative interviews of tertiary teachers' own perceptions of how dyslexia affects their work were analysed to understand how they cope in a challenging profession. Findings indicated a utilization of a range of resilience strategies; task-related strategies, personalizing work contexts, utilizing social support networks and nurturing self-esteem and self-efficacy. Developing individualized strategies is paramount to attaining a successful career in tertiary education. Self-awareness is required to build the strategies supporting teachers in fulfilling professional requirements and enable them to experience agency and self-efficacy in their work.