Measuring Teacher Resilience in the Global South
Аннотация
This study explores how a social connectedness intervention can inform knowledge on teacher resilience within the Global South, using the case of South African primary school teachers working in under-resourced settings. The primary objective of our research was to examine how an arts-based social connectedness intervention can inform knowledge on teacher resilience, particularly in contexts characterised by systemic inequality and adversity. The intervention, known as the Isithebe intervention, is grounded in the Relationship-Resourced Resilience (RRR) theory, which posits that resilience is enabled through interpersonal relationships and communal support. A quantitative approach was employed, using two structured questionnaires administered at two distinct time points: pre-intervention and post-intervention. Quantitative measurement included culturally adapted versions of the ENTRÉE teacher resilience and REPSSI social connectedness subscales, selected to capture shifts in key domains of teacher resilience and social connectedness while respecting local linguistic and literacy contexts. Results demonstrated significant improvements in both teacher resilience and social connectedness, particularly in trust and emotional regulation, suggesting that context-sensitive, culturally grounded interventions can effectively support teacher well-being. Rather than focusing on scale validation, the study contributes to the emerging body of research on relational resilience strategies in low- and middle-income countries and illustrates the utility of arts-based, community-centred interventions in strengthening teacher support systems.
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