Resumo

JONKER, Carine; GRAHAM, Marien Alet  e  EBERSOHN, Liesel. Measuring dimensions of teacher resilience in Africa: Self-efficacy and teacher efficacy. S. Afr. j. educ. [online]. 2024, vol.44, n.3, pp.1-18. ISSN 2076-3433.  https://doi.org/10.15700/saje.v44n3a2481.

With this article we aimed to contribute evidence on reliable and valid measurement of teacher resilience in an under-researched African context and population. Scales from an existing instrument, ENTREEⁱ, were used to measure the resilience of pre-service teachers at a South African university. The sample constituted 1,193 final-year pre-service teachers (20-32 years), who completed the FIRE teacher resilience measure (2015 to 2017). Teacher resilience data were purposively selected from the FIRE dataset and items analysed related to self-efficacy and teacher efficacy beliefs. A quantitative approach was used, which consisted of reliability (internal consistency using Cronbach's alpha) and validity (construct validity using Spearman correlations) analyses of the teacher resilience scale and the teacher efficacy scale. The statistical analyses indicate that the FIRE teacher resilience measure is a reliable and valid measure for intrapersonal resilience-enabling pathways in a challenged context. The underlying variable structure of the teacher resilience scale and teacher efficacy scale held in a Global South setting when used with pre-service teachers. The article contributes to teacher resilience measurement discourse by providing insights into the utility of teacher resilience scales in South Africa. The results act as a precursor for comparative teacher resilience results worldwide for future studies.

Palavras-chave : challenged context; ENTREE; Global South; pre-service teacher; quantitative; reliability; teacher resilience measure; validity.

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