2026-09-14T07:38:04Zhttps://gredos.usal.es/oai/request

oai:gredos.usal.es:10366/1553042025-04-30T20:44:30Zcom_10366_155055com_10366_4512com_10366_3823col_10366_155056

00925njm 22002777a 4500 dc Gratacós, Gloria author Mena Marcos, Juan José author Ciesielkiewicz, Monika author 2021-03-24 [EN] 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. Gratacós, G., Mena, J., & Ciesielkiewicz, M. (2023). The complexity thinking approach: beginning teacher resilience and perceived self-efficacy as determining variables in the induction phase. European Journal of Teacher Education, 46(2), 331-348. https://doi.org/10.1080/02619768.2021.1900113 0261-9768 http://hdl.handle.net/10366/155304 10.1080/02619768.2021.1900113 Teacher resilience Teacher self-efficacy Induction programmes Teacher education Beginning teachers The complexity thinking approach: beginning teacher resilience and perceived self-efficacy as determining variables in the induction phase