Social-emotional competence and personality traits as key drivers for student teacher well-being in a VUCA world

Authors

DOI:

https://doi.org/10.24085/jsaa.v13i2.5961

Keywords:

Social-emotional competence, personality traits, teacher training, student well-being, VUCA world

Abstract

Initial teacher education programs around the globe are aimed at equipping beginner teachers with competencies that will enable them to be successful practitioners in a volatile, uncertain, complex, and ambiguous (VUCA) world. In this South African study, aimed at conceptualising the competencies needed by early-career English teachers who specialise in the Senior (Snr) and Further Education and Training (FET) phase (Grades 8-12), data were generated through a mixed-method approach involving qualitative in-depth interviews with heads of departments (HODs), document analysis and quantitative online surveys administered to early-career English language teachers who had completed their studies at a university, focusing on their training and development during initial teacher training. The overall findings of the study suggest that while traditional competencies such as content knowledge (CK), pedagogical knowledge (PK), and pedagogical content knowledge (PCK) remain foundational, there is a pressing need to focus more on the development and support of affective domains such as social-emotional competencies and personality traits. These findings highlight the need for institutional practices that promote holistic student teacher development through accessing support services and acquiring the needed competencies to support their wellbeing during their studies and to ensure relevant competence when they start teaching.

Author Biographies

  • Janet Kruger, North-West University

    Dr Janet Kruger is a lecturer and Deputy Subject Group Leader for English in the Faculty of Education at North-West University’s Vanderbijlpark Campus. With 16 years of experience teaching English at the secondary school level, she has spent the past eight years contributing to the School for Language Education at NWU. In recognition of her excellence in teaching, she was awarded an Institutional Teaching Excellence Award in 2021.Her work focuses on the teaching and learning of English and the training of English teachers in the Senior and Further Education and Training (FET) phases within the context of 21st-century South Africa. Kruger, believes that modeling effective teaching practices is the best way to train future educators, equipping them not only with the necessary knowledge and skills to thrive in a volatile, uncertain, complex, and ambiguous (VUCA) world but also demonstrating that they can make a meaningful difference in the future of education.

  • Kotie Kaiser, North-West University

    Prof Kotie Kaiser is an associate professor and the Director of the School of Language Education at the North-West University. Her work focuses specifically on the teaching and learning of English as a second language within the multilingual context of 21st-century South Africa. She believes that if we instil a passion and a culture of care in the training of our future language teachers and equip them with the knowledge and skills that they need to effectively teach and remain lifelong learners in a VUCA world, they can reach the next generation in ways that we have not yet imagined. 

  • Maryna Reyneke, North-West University

    Prof Maryna Reyneke is an associate professor and Deputy Dean of Teaching and Learning in the Faculty of Education at NWU.  Reyneke obtained a PhD in Learning and Teaching, focusing on assessment in English language teaching. She has been the proud receiver of two Institutional Teaching Excellence Awards (ITEAs) from the NWU, one as a distinguished lecturer. Reyneke currently leads the Faculty of Education’s team that is responsible for training academics across faculties and campuses in multilingual pedagogies (MP). She is collaborating with linguists and educationists on a research project in multilingualism and the implementation of MP in HE. Over the years, Reyneke has been involved in research on teaching English across the curriculum, which led to the design of hands-on materials for teacher training and for the professional development of practising teachers. Her research foci include educational assessment and SDL. Reyneke has presented her research at several national and international conferences. She has a proud record of national and international articles and book publications, both as a sole author and co-author.

  • Carolina Botha, North-West University

    Prof Carolina Botha is an associate professor in the School for Professional Studies in Education at NWU, Potchefstroom, South Africa. Botha’s twelve years teaching basic education laid the foundation for a passion for teaching and learning. As a former academic coordinator of work-integrated learning (WIL) at NWU, she was privileged to contribute to the national debate on the importance and development of teaching practice in preservice teacher-training. Botha’s main research focus is the development of professional identity in pre-service teachers. The emotional readiness of beginner teachers further guides her research in the Research Entity Community-Based Educational Research (COMBER). Botha has been awarded the NWU Award for Teaching Excellence (2017) and published nationally and internationally.

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Published

2025-12-05

Issue

Vol. 13 No. 2 (2025): Considering student success: The integral role of well-being in African Higher Education.

Section

Research Articles

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Copyright (c) 2025 Janet Kruger, Kotie Kaiser, Maryna Reyneke, Carolina Botha

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How to Cite

Social-emotional competence and personality traits as key drivers for student teacher well-being in a VUCA world. (2025). Journal of Student Affairs in Africa , 13(2). https://doi.org/10.24085/jsaa.v13i2.5961