Early career teacher resilience : a narrative inquiry into first year teaching experiences of high school teachers in Indonesia
1University of Oulu, Faculty of Education, Educational Sciences
|Online Access:||PDF Full Text (PDF, 1.3 MB)|
|Persistent link:|| http://urn.fi/URN:NBN:fi:oulu-201905252144
Oulu : D. Kurniawan,
|Publish Date:|| 2019-06-03
|Thesis type:||Master's thesis
Based on the teachers’ stories, this study focuses on lived experiences of early career teachers who teach at the high school level in Indonesia. It aims to understand what the teachers tell about their first-year teaching experiences, and to identify how resilience appears in their stories. Teacher resilience is related to the capacity to live through and surmount the inevitable challenges in the realities of teaching. It is understood that the development of teacher resilience is not only about the internal process, but also the teachers’ interaction with their social environment.
The methodology of this study employs the principles of narrative inquiry with four early career teachers from Indonesia as the participants. When this study was conducted, all of them were in their second year of teaching, and the stories of their first-year experiences were the subject of inquiry. The data collection methods included the line drawing to depict teachers’ chronological lived experiences, and the narrative interviews to get teachers’ stories. Afterward, the analysis of narrative was applied to the four stories which yielded themes that appeared across the stories.
The findings of this study consist of seven themes discussing the teachers’ stories that lead them to resilience. Those themes are: encountering inevitable circumstances; enduring physical and emotional pressure; interacting with empathetic and supportive relationships; undergoing self-reflection that uncovers value and purpose for being a teacher; formulating strategy to overcome adversity; experiencing stronger self after going through adversity; and receiving acknowledgement from students who conceded experiencing positive transformation upon interacting with the teachers. Also, the resilience of the teachers appeared in their stories as a process. This process was demonstrated in expressing emotions, self-reflection and formulating a strategy to overcome adversity. By going through this process, outcomes such as high self-efficacy, and a capacity to manage emotions and alternate their thoughts about adversity were seen in the teachers’ stories.
Teachers’ resilience is not static and fixed at a point. It develops over time as teachers surmount challenges. Thus, it is recommendable that teachers are aware of their values, thoughts, purpose, and connections with others, especially when they are in the face of adversities.
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