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Resilience of Full-Day Private Elementary School Teachers: A Phenomenological Study on Resilience to The Opportunity to Become a Civil Servant
Abstract
Full-day private elementary school teachers experience heavier workloads than public school teachers and must comply with specific foundation regulations. The opening of civil servant recruitment creates challenges and dilemmas regarding career continuity. This study aims to explore factors influencing resilience, the dynamics of resilience formation, and resilience aspects among full-day private elementary school teachers. A qualitative phenomenological approach was employed through in-depth interviews with five teachers. Data were analysed using McMillan and Schumacher’s framework, including field data analysis, coding, categorization, pattern identification, and data presentation. The findings indicate that teacher resilience is shaped by the interaction of internal factors, such as self-development, self-awareness, feeling, and personality characteristics, and external factors, including financial needs, family support, and the work environment. Resilience emerges as an adaptive response to work pressure and employment uncertainty, influenced by foundation regulations and personal career-related decisions. This process fosters key resilience aspects, namely emotion regulation, impulse control, optimism, causal analysis, empathy, self-efficacy, and reaching out. The study concludes that teacher resilience is a dynamic process enabling teachers to endure and adapt to work demands and policy changes, providing practical implications for educational institutions in developing policies and programs to strengthen teacher resilience.
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DOI: https://doi.org/10.17509/eh.v18i1.91895
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