Please note that there are two different conference venues:
June 14/15 - Century City Conference Centre
June 16 - Kirstenbosch Conference Centre (transportation available)
Wednesday, June 14 • 13:00 - 14:30
Resilience in Teachers - Wassilis Kassis, Caroline Mansfield, Marietjie Oswald and Timothy Cornelissen

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Resilience in Teachers

Abstract #54
Title: Resilience Processes in Teacher Education
Presenter: Wassilis Kassis (Zurich University of Teacher Education, Switzerland)
Co-Author: Ulrike Graf
Introduction: Teacher trainees experience great pressure during their university education. This study addresses whether social resilience factors such as family, friends or fellow students can support developing higher self-efficacy by mitigating risks such as feeling overwhelmed at the university or reduced motivation in stressful situations.
Methods: Data from a study with 698 teacher trainees at two German universities were used. The structural-equation-model combined the social resilience factors mentioned above and self-determination factors  (e.g. competence, autonomy, relatedness) as basic psychological requirements for higher self-efficacy. in order to enhance self-efficacy. Through multilevel analysis we also addressed not only the structure of resilience processes but also the effect of the trainees’ classes on their individual self-efficacy. Social resilience factors are highly predictive for less stress and higher motivation among trainees. These processes are additionally supported by self-determination factors.
Findings: Social resilience factors and self-determination together predict over 20% of the self-efficacy variance. Through multilevel analysis we identified the impact (approximately 30%) of the respective classes on individual self-efficacy levels. Supporting teacher trainees’ self-efficacy despite a highly condensed university curriculum requires a combination of social supportive resilience and self-determination factors.

Abstract #120

Title: “Helping people stay in teaching”:  An approach to building teacher resilience in Australia
Presenter: Caroline Mansfield (Murdoch University, Australia)
Co-Author: Susan Beltman, Noelene Wetherby-Fell
Introduction: The role of school and professional communities in supporting teacher resilience has been highlighted by recent research. Particularly for pre-service teachers, resilience is important for easing transition to the profession and building resources to support positive adaptation. This paper describes an online approach for building pre-service teachers’ capacity for resilience.
Methods: Participants were 49 pre-service teachers who completed a series of 5 online learning modules aimed at building knowledge, skills and strategies for teacher resilience. Each module required personal reflection and took an hour to complete. Prior to and after completion of the modules participants completed a survey of teacher resilience, efficacy, commitment and coping. Twenty-seven participants were also interviewed to determine the extent to which engagement with the modules influenced their thoughts and actions while on professional experience placement.
Findings: The modules were found to have a positive influence on measures of resilience and commitment. Interview data highlighted increased self-awareness and use of specific strategies including emotion management, maintaining wellbeing and building relationships. Implications for teacher education and the potential of online learning to support development of resilience are discussed. 

Abstract #52
Title: Exploring the resilience of teachers faced with learners’ challenging behaviour in the classroom
Presenter: Marietjie Oswald and Timothy Cornelissen (Stellenbosch University, South Africa)
Introduction:  In light of the failing  education system and challenging learner behaviour that has become an intractable part of teachers’ experiences schools are in need of resilient teachers who can stay in control of challenging circumstances, maintain their dedication to teaching, and also develop professionally.
Methods: Ungar’s socio-ecological perspective on resilience informed the theoretical framework of this qualitative case study designed to explore teachers’ experiences of learners’ challenging behaviour and the impact upon their resilience. A special school (school of skills) in the Western Cape Province acted as the case for the study. Six teachers participated in the research as voices on behalf of the school community. Semi-structured individual interviews, non-participant observation, and a semi-structured focus group interview were used to gather and triangulate data. Several themes emerged from the data.
Findings: The findings showed that risk factors dominated the available protective factors present in the lives of the participating teachers, making the attainment of resilience a complicated task. Nevertheless, the study also showed that increased resilience enhances the management of challenging learner behaviour as well as teacher well-being, motivation and self-confidence. 


Caroline Mansfield

Murdoch University

Marietjie Oswald

Stellenbosch University

Wednesday June 14, 2017 13:00 - 14:30
Room 05 Century City Conference Centre

Attendees (13)