The Complexity Thinking Approach: Beginning Teacher Resilience and Perceived Self-Efficacy as Determining Variables in the Induction Phase

Autor/inn/en	Gratacós, Gloria; Mena, Juanjo; Ciesielkiewicz, Monika
Titel	The Complexity Thinking Approach: Beginning Teacher Resilience and Perceived Self-Efficacy as Determining Variables in the Induction Phase
Quelle	In: European Journal of Teacher Education, 46 (2023) 2, S.331-348 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gratacós, Gloria) ORCID (Mena, Juanjo) ORCID (Ciesielkiewicz, Monika)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
DOI	10.1080/02619768.2021.1900113
Schlagwörter	Beginning Teachers; Resilience (Psychology); Self Efficacy; Beginning Teacher Induction; Predictor Variables; Foreign Countries; Elementary Secondary Education; Spain + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Self-efficacy; Selbstwirksamkeit; Prädiktor; Ausland; Spanien
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01