DEVELOPING A PSYCHOLOGICAL RESILIENCE TRAINING MODULE FOR PRE-SERVICE CHEMISTRY TEACHERS

EXPERT PERSPECTIVES FROM NIGERIA

Abstract

This study explores the critical need for psychological resilience training among pre-service chemistry teachers in Nigeria, who face unique challenges in mastering complex subject matter while developing effective teaching strategies. Against the backdrop of Nigeria's educational challenges (e.g., large class sizes, limited resources, and high teacher stress levels) using a qualitative exploratory design, the study collected data through semi-structured interviews with five purposively selected experts in psychology and chemistry education, each with over ten years of experience. Thematic analysis of interview transcripts revealed the following key findings: the importance of resilience in teaching, specific challenges faced by pre-service teachers, resilience's impact on teaching efficacy, gaps in current training programs, and practical integration strategies. The study provides actionable recommendations for curriculum developers, teacher educators, and policymakers to develop and implement resilience-focused interventions informed by modules in teacher preparation programs.