The complexity thinking approach: beginning teacher resilience and perceived self-efficacy as determining variables in the induction phase

ABSTRACT

Schools are learning spaces determined by the singularities of their students, their teachers and particular contexts. The ‘complexity thinking’ approach implies understanding that schools are complex systems determined by multiple factors and unpredictable circumstances. Teacher Resilience (TR) has been often linked to self-efficacy in dealing with such challenging scenarios, as it intercedes between the complexities of the contexts of practice and the individuals’ actions. The aim of this study is to understand to what extent TR might help to increase self-perceived efficacy for beginning teachers. A total of 180 Spanish beginning teachers participated in this study. Findings reported a strong positive correlation between the two variables and statistically significant regression scores between the motivational and social dimensions of TR and self-efficacy. Therefore, TR could be a determining factor to enhance their adaptative skills to face challenging situations, leading to self-efficacy. Consequently, TR should be reconsidered in beginning teacher induction programmes.

KEYWORDS:

• Teacher resilience
• teacher self-efficacy
• induction programmes
• teacher education
• beginning teachers

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Gloria Gratacós

Gloria Gratacós, Ph.D., is a full professor and researcher at Universidad Villanueva (Madrid, Spain). Her research focuses on teacher´s motivation, educational leadership, building resilience in the teaching profession and parental involvement in education.

Juanjo Mena

Juanjo Mena, Ph.D., is an associate professor in the Department of Education at the University of Salamanca (Spain). He is treasurer of the ISATT (International Study Association on Teachers and Teaching) His research focusses on mentoring and practicums, teacher education, and information and communications technology. His work on this article was performed according to the Russian Government Program of Competitive Growth of Kazan Federal University.

Monika Ciesielkiewicz

Monika Ciesielkiewicz, Ph. D., is a visiting researcher at Seoul National University. She is involved in a variety of educational innovation initiatives and assists teachers and professors with the implementation of ICT tools in the curriculum. Her research interests focus on educational technology, high impact educational practices, lifelong learning and building resilience in the teaching profession.