Teachers’ perspectives on the factors influencing professional resilience: A qualitative study

Abstract

This study aims to identify the factors that positively and negatively influence teachers' professional resilience based on their perspectives. Employing phenomenology, a qualitative research design, the study utilized semi-structured interviews as the primary data collection method. The research sample consisted of 20 teachers working in public schools, selected through maximum diversity sampling, a purposive sampling technique. The participants included five preschool teachers, five primary school teachers, five secondary school teachers, and five high school teachers. The factors positively impacting professional resilience, as reported by teachers, were categorized into three main themes: "organizational factors and supportive environment," "individual factors," and "motivation and professional commitment." Teachers who feel valued, supported, committed to their profession, recognized for their achievements, and possess positive personal traits tend to demonstrate higher resilience. Conversely, factors that negatively affect professional resilience were grouped into four themes: "organizational factors," "individual factors," "environmental and economic factors," and "psychological and social factors." According to participants, poor communication with school administration, frequent curriculum changes, evolving education policies, low student motivation, high parental expectations, inadequate resources, and an imbalance between work and personal life undermine teachers' resilience. This research offers valuable insights for policymakers and educational institutions to develop strategies and support systems aimed at enhancing teachers' professional resilience.