Abstract

This study investigates the relationships between resilience, hope, and secondary trauma among Arab teachers in Israel, an under-researched area. The research is crucial for educational leaders in developing effective coping strategies for teachers. Using a quantitative cross-sectional design, 129 teachers from diverse regions in Israel’s Arab community participated. They completed an online survey that included scales for Resilience, hope, and secondary traumatization. Results showed a positive correlation between resilience and hope, while both were inversely related to secondary trauma. Resilience emerged as a significant predictor of secondary trauma, but hope did not. No age-related differences in secondary trauma were observed. The findings highlight the importance of fostering resilience and hope as protective factors against secondary trauma. These insights can inform tailored intervention programs that emphasize nurturing resilience and hope in educators. Such efforts can mitigate secondary trauma, enhance teacher well-being, and contribute to a more resilient and effective educational system.

Keywords:Secondary trauma; Resilience; Hope; Teachers; Culture; Arab society