PERSONAL QUALITIES IN TEACHERS THROUGH CONSTRUCTIVIST GROUNDED THEORY STUDY
DOI:
https://doi.org/10.35631/IJEPC.1163065Keywords:
Challenge, Grounded Theory, Personal Quality, Strategy, TeacherAbstract
This study aims to explore teachers’ personal qualities in facing challenges in today’s education using the Constructivist Grounded Theory (CGT) design. The researcher used semi-structured interviews with 26 study participants selected through purposive sampling. Research analysis, including initial and focused coding, was conducted according to Charmaz’s recommendations. Findings of this study indicate that personal qualities of teachers consist of the mahmudah and mazmumah personalities. This study reveals that teachers face various challenges in the current education system, including personal challenges, teachers’ workload, and students’ attitudes, as well as how teachers implement strategies to address these challenges. In terms of substantive theory, the researcher identified four main themes: teacher personality, aspects of influence, strategies, and the role of teachers in addressing educational challenges. The overall relationship between these main themes forms a theoretical model. This model demonstrates that teachers always face various challenges in education and need to overcome them through strategies and roles involving multiple parties, which, in turn, influence the personal qualities of teachers. In conclusion, teachers’ experience and strategies for facing challenges are the key to addressing educational challenges and identifying the personal qualities of teachers. The implication is that the substantive theories and theoretical models developed for the study can benefit educational psychology and school education by enabling the implementation of intervention programs for teachers to address current educational challenges.
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