Social connectedness as a pathway to teacher resilience in challenged contexts

Abstract

This study explores the role of social connectedness in fostering teacher resilience in resource-constrained educational settings in the Global South, with a specific focus on South Africa. Using the Relationship-Resourced Resilience (RRR) framework, the research investigates how the Isithebe Social Connectedness intervention supports teachers in adapting and thriving despite systemic disparities. A mixed-methods approach was employed, combining quantitative assessments using the ENTRÉE Teacher Resilience Questionnaire with qualitative insights from Participatory Reflection and Action (PRA) sessions. The findings indicate that while teachers demonstrated high resilience prior to the intervention, their resilience was significantly strengthened through structured social support. Notably, post-intervention data revealed increased emotional well-being, stronger professional identity, and enhanced peer collaboration. These improvements translated into higher teacher motivation, better classroom management, and a sustained commitment to quality education. By highlighting the power of collective resilience in overcoming adversity, this study provides evidence for the role of social connectedness interventions in sustaining teacher effectiveness and well-being in challenged contexts. HIGHLIGHTS • Study explored a social connectedness intervention in six peri-urban South African schools. • Teachers showed improved motivation, emotional regulation, and professional efficacy. • Intervention fostered trust, collaboration, and context-specific professional support. • Low-cost, Ubuntu-inspired model helped sustain teacher well-being in under-resourced settings.