{"@context":"https://schema.org","@type":"ScholarlyArticle","headline":"Measuring South African novice teacher resilience in coping with teaching challenges: a Rasch model framework","author":[{"@type":"Person","name":"Melanie Moen"},{"@type":"Person","name":"Hai Thi Thanh Pham"},{"@type":"Person","name":"Mohd Ali Samsudin"},{"@type":"Person","name":"Tiew Chia Chun"}],"datePublished":"2024","isPartOf":{"@type":"Periodical","name":"Journal of Research in Innovative Teaching & Learning"},"identifier":"https://doi.org/10.1108/jrit-11-2023-0166","description":"PurposeThe aim of this study was to measure the level of challenges faced by novice teachers in South Africa. Findings suggest a need for professional development courses to upskill teachers with effective pedagogies that can incorporate the social and emotional components into teaching and learning.Design/methodology/approachThis study applied a descriptive research methodology by administering a questionnaire to 143 novice teachers. The data analysis technique was the Rasch model.FindingsThe findings indicated high item and person reliability, with a good item fit and polarity values that are compatible with the Rasch model. The three major challenges identified are uninvolved parents, discipline problems and a lack of guidance and counselling. These challenges can be related to social and emotional learning (SEL) components.Research limitations/implicationsThe study used quantitative methods and discovered the challenges that novice teachers face. If the research uses a combination of qualitative methods, it will be possible to better identify the specific causes of the above three challenges of novice teachers.Practical implicationsDue to the complex nature of South African society, many novice teachers are overwhelmed by the challenges they face when entering the profession. These challenges are often embedded in societal risk factors, which complicate the transition from student teacher to novice teacher. The major challenges identified in this study can be related to SEL components, as the challenges are closely linked to the psychological and social backgrounds of the students. Teachers in this study indicated that they found it difficult to deal with these challenges at the beginning of their careers.Social implicationsBy identifying the challenges facing new teachers in South Africa, they will be better prepared for their work in schools. Therefore, they will improve the above situation to continue developing professionally.Originality/valueThe findings indicated high item and person reliability, with a good item fit and polarity values that are compatible with the Rasch model. Teachers in this study indicated that they found it difficult to deal with these challenges in the beginning of their careers. Professional development courses are suggested to help teachers deal with issues such as discipline, uninvolved parents and guidance and counselling effectively. Higher education programmes should also include these topics in their curricula for student teachers. A greater emphasis on training teachers in their pastoral roles is suggested.","url":"https://innscience.ca/en/community/literature/bf666b86-f39b-4e60-9c86-df01410e3a55"}