Teacher Resilience in Remote Islands Area: A Case Study in Small Pagerungan Island Sumenep Regency, Indonesia

Abstract

This study aims to describe resilience teacher at Elementary school III at Small Pagerungan Island. Aspects of resilience in this study are phase of resilience refers to Patterson & Kelleher (2005) and the strategy of resilience refers to Diah & Pradna (2012). This type of research is descriptive qualitative with case study approach. The subjects were 5 teachers (Subject I: government employee (PNS) teachers senior and immigrant from Java, Subject II: government employee (PNS) teachers senior natives, subject III: temporary teacher who has taught more than 10 years, Subject IV: new civil servant teachers a few years removed, and subject V: new no permanent teachers who teach less than 5 years). Data collected through in-depth interviews with each subject of study. Analysis of data using thematic analysis approach hybrid refers to Fereday & Muir-Cochrane version. The results showed that the phase of resilience to be taken by each teacher is different. Subjects I and II has reached growing phase. Subject IV and V are still at the stage of deteriorating phase, while the subject III only at adapting phase. Subjects I and II have an optimistic view and gave rise to 7 points strategy of resilience, which is a positive attitude to face difficulties, focusing on the core value, versatile in the running for the purpose, willing to take concrete steps to face difficulties, create conditions of self and supportive environment, maintain hope and expectation is high, and develop an attitude of participation and responsibility. Subject IV and V are relatively optimistic, but because the teaching experience is still limited cause-point strategy of resilience that appears only reached 4, which is flexible in an effort to achieve goals, create conditions of self and supportive environment, maintain hope and expectation is high, and develop an attitude of participation and responsibility. Subject III is more pessimistic and pragmatic look at the future of the profession so that a strategy of resilience that comes only three, namely flexible in an effort to achieve the goal, to create the conditions themselves and a supportive environment, and develop an attitude of participation and responsibility. Point's resilience strategy that appears, consciously or not by the fifth subject, has been assisting survive to teach at Elementary school III Small Pagerungan Island belonging to the category of remote schools, schools with limited resources, and minimal attention from government.

The Implementation of Cooperative Learning at Primary Schools

“…The teacher must be brave enough to take the new step in the learning process that is carried out. It is in line with the research conducted by Osman et al in Nurwidodo et al (2017) stating that a teacher should have the power to experience any challenges in the educational field.…”

Constructing Professional Identity: Investigating Stress Factors and Resilience Experienced by EFL Novice Teachers

“…Someone is resilient if he is surrounded by stressful circumstance in which they do not have control over it (Rizqi, 2017). Teachers need to be resilient as Nurwidodo, et al (2017) affirm that "the ability to survive in difficult conditions is a remarkable thing" (p. 49).…”

“…For instance inadequate teaching resources, facilities or government support. Those factors happen in rural areas of Indonesia (Nurwidodo, Husamah, Rahardjanto, Mas'odi, & Mufrihah, 2017;Lomi & Mbato, 2020;Florida & Mbato, 2020). Study conducted by Nurwidodo, et al (2017) reveals that teachers in rural area are resilience to cope with insufficient situation.…”

“…Those factors happen in rural areas of Indonesia (Nurwidodo, Husamah, Rahardjanto, Mas'odi, & Mufrihah, 2017;Lomi & Mbato, 2020;Florida & Mbato, 2020). Study conducted by Nurwidodo, et al (2017) reveals that teachers in rural area are resilience to cope with insufficient situation. The salary of private school teachers in rural area is often postponed since the students prefer to pay the school tuition at the end of the semester (Lomi & Mbato, 2020).…”

Resiliency in mainstream school teachers versus special school teachers

“…Therefore, teachers of physical education in a special school have to show creativity, ability to work in varying conditions, acceptance of professional defeats, when despite educational efforts the intended effects often are not achieved within the expected time and scope. The study by Nurwidowo et al [33] showed that better functioning and also the ability to adapt to the demanding working conditions in teachers can ensure an appropriately high level of resiliency. Also Ellison [34] claims that a high level of resiliency is responsible for professional success in physical education teachers from special schools and is also of the view that resiliency is not a permanent trait and its level may be increased by introducing specially developed training programs.…”