Disorienting dilemmas, self-efficacy and well-being: Exploring student teachers’ perceptions of unpreparedness to teach English Iingxubakaxaka eziphazamisayo, ukusebenza ngokuzithemba kunye nokuphila kakuhle: Ukuphonononga iimbono zabafundi abaqeqeshelwa ubutitshala zokungakulungeli ukufundisa isiNgesi

Abstract

The transition from student to teacher can be a challenging journey. This article explores how perceived unpreparedness – experienced as a disorienting dilemma – influences final-year student teachers’ self-efficacy and overall well-being. Using an interpretive paradigm and a qualitative approach, data were generated through questionnaires, visual representations, and focus group discussions with twelve student teachers at a South African higher education institution. A conceptual framework is developed by merging Mezirow’s transformative learning theory and Bandura’s self-efficacy theory. The case study reveals that while most student teachers initially felt prepared to teach English, self-examination of their preparedness based on teaching practice experiences exposed feelings of anxiety, low self-confidence, and self-doubt, impacting their self-efficacy. The findings reveal that enhancing student teachers’ self-efficacy is essential for their well-being, as higher self-efficacy promotes resilience, confidence, and preparedness for teaching. Emotional health and psychological support are critical for fostering student teachers’ sense of hope, resilience and self-efficacy. Addressing these challenges can help higher education institutions foster self-efficacy development, ensuring that student teachers transition from uncertainty to confidence. This article advocates for a holistic approach to teacher preparation, highlighting the role of higher education institutions, student affairs, and counselling services in strengthening self-efficacy and reducing anxiety through targeted support.

Utshintsho lokusuka kukuba ngumfundi ukuya kubutitshala kunokuba luhambo olucela umngeni. Eli nqaku liphonononga indlela ukungalungeli – okufunyanwa njengengxubakaxaka ephazamisayo – ekuphembelela ngayo ukusebenza ngokuzithemba nokuphila kakuhle kwabafundi abaqeqeshelwa ubutitshala abakunyaka wokugqibela. Kusetyenziswa indlela yokulinganisa izinto (paradigm) yokutolika kunye nophando lohlahlelohlobo, iinkcukacha ziqokolelwe ngephephamibuzo, iinkcazo ezibonwayo, neengxoxo zamaqela ekugxilwe kuwo kunye nabafundi abaqeqeshelwa ubutitshala abalishumi elinesibini kwiziko lemfundo ephakamileyo eMzantsi Afrika. Isakhelo sengqiqo siphuhliswe ngokudibanisa isithako sokuhlalutya sikaMezirow, ukufunda okuguqula izinto (transformative learning), kunye nesikaBandura, sokusebenza ngozithemba (self-efficacy). Nakubeni uphandomba lutyhila ukuba ngelixa uninzi lwabafundi abaqeqeshelwa ubutitshala ekuqaleni babeziva bekulungele ukufundisa isiNgesi, ukuzihlola kokulungela kwabo okusekwe kumava okuziqhelanisa nokufundisa kutyhile iimvakalelo zonxunguphalo, ukungazithembi, nokuzithandabuza, okunefuthe ekusebenzeni ngokuzithemba kwabo. Iziphumo zophando zityhila ukuba ukuphuculwa kokuzimela kwabafundi abaqeqeshelwa ubutitshala kubalulekile kwintlalontle yabo, njengoko ukuzimela okuphezulu kukhuthaza ukomelela, ukuzithemba, kunye nokulungela ukufundisa. Impilo yeemvakalelo kunye nenkxaso yengqondo ibalulekile ekukhuthazeni abafundi abaqeqeshelwa ubutitshala ukuba babe nethemba, ukomelela kunye nokuzimela. Ukujongana nale mingeni kunganceda amaziko emfundo ephakamileyo akhuthaze uphuhliso lokuzimela, nokuqinisekisa ukuba abafundi abaqeqeshelwa ubutitshala basuka ekungaqinisekini baye ekuzithembeni. Eli nqaku likhuthaza indlela equka konke yokulungiselela ootitshala, liqaqambisa indima yamaziko emfundo ephakamileyo, imicimbi yabafundi, kunye neenkonzo zengcebiso ekomelezeni ukuzimela nokunciphisa ixhala ngenkxaso ekujoliswe kuyo.