Australian Journal of Teacher Education
Abstract
This publication addresses a gap in high-quality, quantitative studies on teacher resilience within the less-researched context of the Global South. Specifically, it examines the self-efficacy and teacher efficacy of three cohorts of final-year pre-service teachers in South Africa (N = 1,193). This article aimed to contribute evidence on teacher resilience from an under-researched African context and population. Despite contextual challenges, the pre-service teachers indicated high intrapersonal resilience-enabling pathways, with a statistically significant relationship between their self-efficacy and teacher efficacy. The authors propose an evidence-based framework of how high levels of self-efficacy and teacher efficacy may enable prospective teachers to teach despite chronic and cumulative challenges. Few teacher resilience studies exist in the Global South and South Africa, and this study contributes to the body of literature in this field and hopes to promote place-based (e.g., Global South) research through contextual lenses to provide necessary needed evidence for teacher resilience.
Was this research funded?
Yes, research was funded
Recommended Citation
Jonker, C., Graham, M. A., & Ebersöhn, L. (2025). Teacher Resilience in South Africa: The Self-Efficacy and Teacher Efficacy of Pre-Service Teachers Preparing to Teach in a Challenged Context. Australian Journal of Teacher Education, 50(1). https://doi.org/10.14221/1835-517X.6373
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Educational Psychology Commons, Higher Education Commons, Teacher Education and Professional Development Commons