Abstract

This study evaluates the implementation of a resilience training programme within a Postgraduate Certificate in Education (Post-Compulsory Education and Training). The research aims to address low retention rates in both the academic programme and subsequent teaching roles. Existing literature highlights the barriers faced by student teachers and practising educators, including stress, increased workload, performativity measures, and inadequate support (Ofsted, 2019; EWC, 2020; Department for Education, 2018).

A pragmatic mixed-methods approach was adopted, using a convergent design to evaluate the impact of a resilience intervention based on themes from resilience training in other sectors. Interventions included Duckworth’s (2016) Grit questionnaire, hermeneutic dialogue circles, and reflective journaling.

The findings from this research suggest that while the Grit questionnaire has limitations as a diagnostic tool, the resilience training provided benefits such as improved self-awareness, critical reflection, and the value of collaborative safe spaces. However, translating these skills into professional practice remains challenging due to systemic pressures in the workplace (Jennings et al., 2017; Shaw et al., 2016). The study concludes that resilience training is beneficial but must be supported by organisational structures to be sustained post-qualification (Reivich et al., 2011; Precious & Lindsay, 2019).

Keywords: Resilience, Teacher Education, Retention, Post-Compulsory Education, Grit, Reflective Practice, Mixed Methods, Kirkpatrick Evaluation Model, resilience, teacher education, retention, post-compulsory education, grit, reflective practice, mixed-methods

How to Cite:

Ayres, J., (2025) “Resilience training to support teachers on a post-compulsory education and training programme”, Focus on Practice (Wales Journal of Education), doi: https://doi.org/10.16922/focus15