Teacher Resilience in a BANI World: The Interplay of Metacognitive Skills and Self- Efficacy Beliefs

In the context of knowledge-based organizations, characterized by complexity, uncertainty, and rapid change, as described by the BANI framework (Brittle, Anxious, Nonlinear, Incomprehensible), individual resilience becomes a critical factor for organizational adaptability and sustainability. In educational settings, teachers are key organizational actors whose capacity to cope with such challenges directly influences institutional performance and the quality of educational processes. This paper examines the interplay between metacognitive skills and self-efficacy beliefs as psychological mechanisms underpinning teacher resilience in BANI contexts. Drawing on Flavell’s perspective on metacognition as the awareness and regulation of cognitive processes, and Bandura’s theory of self-efficacy, the study highlights how these dimensions support adaptive behavior, reflective practice, self-regulation, and decision-making under conditions of uncertainty. It is argued that the interaction between metacognitive regulation and self-efficacy contributes to the development of individual resilience, with implications for organizational culture, professional collaboration, and institutional performance. The paper proposes an integrative conceptual framework and outlines directions for future empirical research in knowledge-based educational organizations. Specifically, it emphasizes the importance of developing these competencies through targeted professional training and reflective practice in teacher education programs and organizational learning environments.