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Conceptualisations of teacher resilience in challenged education spaces
Mini Dissertation (MEd (Educational Psychology))--University of Pretoria, 2021.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2022
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| _version_ | 1867613704241020928 |
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| access_status_str | Open Access |
| author2 | Ebersohn, L. (Liesel) |
| author_browse | Ebersohn, L. (Liesel) |
| author_facet | Ebersohn, L. (Liesel) |
| collection | Thesis |
| dc_rights_str_mv | © 2019 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
| description | Mini Dissertation (MEd (Educational Psychology))--University of Pretoria, 2021. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/83474 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:40:22.637Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2022 |
| publishDateRange | 2022 |
| publishDateSort | 2022 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/83474 Conceptualisations of teacher resilience in challenged education spaces Ebersohn, L. (Liesel) Irene.seaworyeh@yahoo.com Seaworyeh, Irene Teacher resilience Challenged contexts Global South Teacher professional development Job satisfaction Social support UCTD Education theses SDG-03 Education theses SDG-04 Education theses SDG-10 Mini Dissertation (MEd (Educational Psychology))--University of Pretoria, 2021. In order to address the limited existing knowledge on teacher resilience in challenged contexts, this qualitative secondary data analysis study explored teacher conceptualisations of teacher resilience in challenged Global South educational spaces. Phenomenology framed the study, and the theoretical framework was the Relationship Resourced Resilience theory. The study purposively sampled extant qualitative baseline and intervention Isithebe data on peri-urban primary school teachers from challenged contexts (purposively selected teachers n=38, females n=36, males n=2) from purposively selected peri-urban primary schools (n=6) in socio-economically challenged contexts in the Nelson Mandela Metropole). Following thematic analysis of textual and visual participatory and reflection data (verbatim transcriptions and photographs), it became evident that teachers conceptualised that teacher resilience was enabled by Being a quality teacher and Supportive relationships. Teachers mobilised relationships as protective resources to allow them to give and receive social support. The relational space also enabled teachers to act as role models to school stakeholders. Both of these positive outcomes from relational pathways supported teacher wellbeing in the form of job satisfaction. Teachers also used opportunities for professional development to participate in life-long learning to ensure quality education. es2026 Educational Psychology MEd (Educational Psychology) Unrestricted SDG-03: Good health and well-being SDG-04: Quality education SDG-10: Reduced inequalities 2022-01-27T06:56:02Z 2022-01-27T06:56:02Z 2022-04 2021 Mini Dissertation Seaworyeh, I, 2021, Conceptualisations of teacher resilience in challenged education spaces, MEd Mini-dissertation, University of Pretoria, Pretoria, viewed yymmdd http://hdl.handle.net/2263/31804 S2022 http://hdl.handle.net/2263/83474 en © 2019 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. application/pdf University of Pretoria |
| spellingShingle | Teacher resilience Challenged contexts Global South Teacher professional development Job satisfaction Social support UCTD Education theses SDG-03 Education theses SDG-04 Education theses SDG-10 Conceptualisations of teacher resilience in challenged education spaces |
| title | Conceptualisations of teacher resilience in challenged education spaces |
| title_full | Conceptualisations of teacher resilience in challenged education spaces |
| title_fullStr | Conceptualisations of teacher resilience in challenged education spaces |
| title_full_unstemmed | Conceptualisations of teacher resilience in challenged education spaces |
| title_short | Conceptualisations of teacher resilience in challenged education spaces |
| title_sort | conceptualisations of teacher resilience in challenged education spaces |
| topic | Teacher resilience Challenged contexts Global South Teacher professional development Job satisfaction Social support UCTD Education theses SDG-03 Education theses SDG-04 Education theses SDG-10 |
| url | http://hdl.handle.net/2263/83474 |