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Teaching is a noble pursuit; educators nurture abilities that enable individuals to navigate the intricacies of the real world and influence the trajectory of societal progress of all those they teach. Unfortunately, the teaching profession, particularly in middle and high schools, faces attrition of new recruits very early on within 5–6 years of joining as teachers suffer from burnout and emotional labor. Thus, this research, in collaboration with Kendriya Vidyalaya—the largest, cross-nation chain of schools affiliated with the Central Board of Secondary Education, investigates the prevalent teacher turnover and attempts to mitigate the same to alleviate the persistent shortage of teachers in the country, thereby ensuring the quality of education and life. Qualitative research was undertaken to understand the experiences of teachers throughout their career stages and revealed a lack of emotional competence, clarity of milestones, and a sense of feeling overwhelmed in the early years for novice teachers. However, the study also found that more experienced teachers had developed personal strategies and internalized a lot of piecemeal knowledge to mitigate these, and relied heavily on informal peer support and mentorship, indicating value in knowledge and experience sharing through social interactive approaches. Thus, Nonaka-Takeuchi’s SECI model of knowledge creation and conversion (1995) as a guiding framework was leveraged to develop systemic solutions that create an environment conducive to fostering teacher growth, resilience, and emotional competence. With the further adoption of scenario-based learning (SBL), in collaboration with experts/experienced teachers as pivotal stakeholders, a tailored teacher training initiative spanning resilience and emotional granularity has been developed, and the prototype, evaluated by experts in the field, was found suitable. This paper explores a system design approach to incorporate resilience training and emotional competence development, emphasizing reflection and collaboration for early career teachers.

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Fostering Resilience in Novice Teachers: Design of Systemic Approach of Knowledge Sharing and Reflection

  • 会议论文

  • 发表日期：

    2025年

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  • Sakshi Bhalchandra,
  • Shakuntala Acharya

摘要

Teaching is a noble pursuit; educators nurture abilities that enable individuals to navigate the intricacies of the real world and influence the trajectory of societal progress of all those they teach. Unfortunately, the teaching profession, particularly in middle and high schools, faces attrition of new recruits very early on within 5–6 years of joining as teachers suffer from burnout and emotional labor. Thus, this research, in collaboration with Kendriya Vidyalaya—the largest, cross-nation chain of schools affiliated with the Central Board of Secondary Education, investigates the prevalent teacher turnover and attempts to mitigate the same to alleviate the persistent shortage of teachers in the country, thereby ensuring the quality of education and life. Qualitative research was undertaken to understand the experiences of teachers throughout their career stages and revealed a lack of emotional competence, clarity of milestones, and a sense of feeling overwhelmed in the early years for novice teachers. However, the study also found that more experienced teachers had developed personal strategies and internalized a lot of piecemeal knowledge to mitigate these, and relied heavily on informal peer support and mentorship, indicating value in knowledge and experience sharing through social interactive approaches. Thus, Nonaka-Takeuchi’s SECI model of knowledge creation and conversion (1995) as a guiding framework was leveraged to develop systemic solutions that create an environment conducive to fostering teacher growth, resilience, and emotional competence. With the further adoption of scenario-based learning (SBL), in collaboration with experts/experienced teachers as pivotal stakeholders, a tailored teacher training initiative spanning resilience and emotional granularity has been developed, and the prototype, evaluated by experts in the field, was found suitable. This paper explores a system design approach to incorporate resilience training and emotional competence development, emphasizing reflection and collaboration for early career teachers.