Relationship Between Teacher's Characteristics and Student Resilience in the Programme for International Student Assessment

The paper is dedicated to the study of resilient students, i.e. students who demonstrate high educational results despite the disadvantaged socio-economic background. We studied the relationships between teachers and students at school, the characteristics of the teacher in connection with the chances of students to become resilient. The study uses data from the longitudinal cohort panel study “Trajectories in Education and Careers”, which includes the results of a survey of students and teachers in the framework of TIMSS and PISA. Logistic regression with cluster correction was used as a method of statistical analysis. The results show that the chance of becoming resilient is related to some teacher's characteristics. The chances of being resilient are higher when the teachers listen to the student, treat him fairly and when they are ready to help. It is also important for resilience that the student understands his math teacher and knows what he expects from him. In addition, students from lyceums and gymnasiums are more likely to be resilient than students from regular schools. Finally, an interpretation of the results and conclusions are presented.