Abstract
Inclusive education is a revolutionary approach that aims to create an inclusive environment for all learners, including those with and without disabilities. Newly qualified teachers (NQT) play a crucial role by preparing themselves with the necessary skills, being resilient, and committing to providing quality education. This study explored the risk and resilience factors of newly qualified teachers teaching learners with physical disabilities in Special Educational Needs (SEN) schools. This poses a pivotal question: What risk and resilience factors influence newly qualified teachers teaching learners with physical disabilities in SEN schools?”. The research aimed to fill a gap in the scholarly literature by examining the risk factors influencing newly qualified teachers' resilience. The study used a social-ecological framework to explore the experiences of newly qualified teachers in special educational needs schools, assessing the interplay of risk and resilience factors across various systems. The study utilised a qualitative approach with an interpretive paradigm. Semi-structured interviews and focus groups were used for data collection. Thematic analysis and the Atlas.ti 23 software were used to analyse the data and designate themes. The study found that risk factors included emotional challenges, lack of support from school authorities, inadequate induction and training, resource shortages, and suboptimal infrastructure maintenance. Resilience factors included individual attributes, interpersonal relationships, and contextual determinants such as spirituality, role models, and access to social services. The findings revealed that even though newly qualified teachers face numerous risks, they harness internal and external resources to overcome adversities, making them resilient individuals. This study contributed significantly to the limited research on newly qualified teachers engaging with learners with physical disabilities, particularly in South Africa, and calls for more in-depth studies to inform targeted support structures and policy frameworks.
Keywords:
Newly qualified teachers, physical disability, resilience factors, risk factors, SEN schools, social ecology