Abstract
This study evaluates the implementation of a resilience training programme within a Post-Graduate
Certificate in Education (Post-Compulsory Education and Training). The aim is to address the
prevalent issue of low retention rates in both the academic programme and subsequent academic
roles aimed at equipping student teachers for progression.
Existing literature highlights the barriers faced by both student teachers and practicing educators,
such as mental health struggles stemming from high workloads and burnout risks. Other challenges,
including performativity measures and austerity impacts, underscore the necessity of better preparing
student teachers to manage personal and professional challenges.
Adopting a pragmatic evaluative convergent mixed method design, this study utilises quantitative data
from Duckworth’s (2016) grit questionnaire to identify students requiring additional support and
assess their grit development during the intervention. The participants selected for the intervention
then engaged in eight monthly training sessions, utilising hermeneutic dialogue circles initiated by
personal reflective writings on a series of topics relating to improving self-awareness and personal
self-development. Following the intervention, qualitative feedback from student teachers was
collected via semi-structured interviews and post-programme questionnaires offering insights into the
suitability of the intervention's application during the Initial Teacher Education (ITE) programme and in
subsequent teaching roles.
Despite the intervention training being acknowledged by the 13 participants as beneficial for their
academic success and job applications, post-ITE realities often hindered the utilisation of intervention
methods. Challenges such as time constraints and limited access to collaborative groups that employ
similar methods were common.
Recommendations emphasise the need for collaboration between ITE providers and educational
settings to ensure the continued implementation of intervention programs post-qualification. By
supporting resilience-building strategies during ITE and in professional roles, educators can better
manage job demands, enhancing retention rates and job satisfaction.