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The scoping review synthesizes literature from the past five years to map resilience through person-focused, process-focused, context-focused, and system-focused perspectives, highlighting factors including self-efficacy, emotional regulation, social networks, and the roles of school leadership and community support.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/exploring-teacher-resilience-in-indonesia-a-scoping-review-of-challenges-strategies-and-support-mechanisms/232751/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/exploring-teacher-resilience-in-indonesia-a-scoping-review-of-challenges-strategies-and-support-mechanisms/232751.png","ImageObject",300,407,{"name":92,"@type":93},"นรินทร์","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-09-10",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",12,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What challenges affect teacher resilience in Indonesia according to the review?","Question",{"text":113,"@type":114},"The review highlights heavy workloads, low salaries, inadequate facilities, rapid curriculum changes, and Covid-19-related shifts, along with additional constraints such as limited digital access and disruption during emergencies.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"How does the article define teacher resilience?",{"text":118,"@type":114},"Teacher resilience is described as the ability of educators to adapt and thrive despite challenges, reflecting a dynamic interplay of personal characteristics, professional skills, social support, and organizational factors.",{"name":120,"@type":111,"acceptedAnswer":121},"Which perspectives are used to organize the resilience concept?",{"text":122,"@type":114},"The study maps resilience using person-focused, process-focused, context-focused, and system-focused perspectives based on Beltman’s paradigm.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},232751,1789073480,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":140,"language":141,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":67,"update_tm":130,"read_time":145,"preview_page_count":4},2336475104957,"https://ap-avatar.wpscdn.com/avatar/22000c4c6bd8a5076e1?x-image-process=image/resize,m_fixed,w_180,h_180&k=1787554080175789136","Exploring Teacher Resilience in Indonesia: A Scoping Review of Challenges, Strategies, and Support Mechanisms  \nHertati Mukadimah 1*  \n1Universitas Negeri Yogyakarta, Indonesia  \n*[Corresponding Author: hertatimukadimah@uny.ac.id](Corresponding Author: hertatimukadimah@uny.ac.id)  \nARTICLE INFO ABSTRACT  \nArticle History Submitted:  \nMarch 26, 2025  \nRevised:  \nSeptember 14, 2025  \nAccepted:  \nSeptember 14, 2025  \nKeywords: teacher resilience, person-focused  \nperspective, process-focused perspective, context-focused perspective, system-focused perspective  \nThe number of students enrolled in Indonesia’s education departments has remained high, as seen in the case of the English Education Program at Universitas Negeri Yogyakarta (UNY) and there are over 3.4 million active teachers nationwide. However, teachers face various challenges, including heavy workloads, low salaries,  \nexplores factors contributing to the resilience of Indonesian teachers by elaborating it to the paradigm from Beltman (2020); person-focused perspective, process-focused  \naspects of resilience, such as psychological, social, professional, and social factors that support teachers in overcoming challenges. This article adopts a scoping review  \nin Indonesia over the last five years. The review process includes five stages: identifying the research question, selecting relevant studies, study selection, charting the data,  \nbut rather a dynamic interplay of personal characteristics, professional skills, social support, and organizational factors. The research highlights the crucial role of self-efficacy,  \n fostering resilience.   \nThis is an open access article under the CC-BY-SA license.   \ninadequate facilities, and the pressures of adapting to rapid  \nperspective, context-focused perspective, and system-  \nmethodology, following Arksey and O’Malley’s (2005)  \nand summarizing the results. The findings emphasize that  \nemotional regulation, and social networks, as well as the  \ncurriculum changes and the Covid-19 pandemic. This study  \nfocused perspective. The study is intended to capture broad  \nframework, to map existing literature on teachers' resilience  \nteacher resilience in Indonesia is not solely an individual trait  \nimportance of school leadership and community support in  \nIntroduction  \nThe number of students in Indonesia enrolled in education department is relatively high over the last five years. As for an example, based on the data from sidata-ptn-snpmb.bppp.kemdikbud.go.id, the number of students who register for  \nEnglish Education Program in Universitas Negeri Yogyakarta (UNY) has a fairly high enrollment rate (Table 1) . Besides that, according to the data provided by the Ministry of Education and Culture's official database ([dapo.kemdikbud.go.id/guru](dapo.kemdikbud.go.id/guru)), there are currently 3.423.878 active teachers nationwide. Showing that becoming teachers is still one of the professions of interest.  \nTabel 1. Enrollment Rate of English Language Education Program in UNY  \nNumerous researches have shown that teaching requires a broad variety of complex competences (Haerani et al., 2020; Nurul Huda et al., 2021; Bahriadi et al., 2022; Saekan, 2023) covering pedagogical, social, personal and professional competences. Teachers in Indonesia are expected to handle a variety of difficulties that can make their jobs more difficult, in addition to the complexities of pedagogy and educational material. Some of the difficulties are heavy workload (Rizky Listyaputri & Liana, 2023) , low salaries, and lack of facilities. Hidayah et al.,(2022) adds the rapidly changing curriculum development as one of the problems teachers may encounter.  \nThe Covid-19 pandemic forced the education system to transform its traditional teaching methods to more flexible learning options employing technology such as Zoom, Google Meet, Google Classroom, and other Learning Management Systems. Teachers in Indonesia had to quickly adapt to digital literacy skil","cbCaiey9co9XmA9t","https://ap.wps.com/l/cbCaiey9co9XmA9t","pdf",469106,11,"English","# Introduction\n## Background: Teacher demand and career interest\n## Challenges facing Indonesian teachers\n## Resilience and its conceptual perspectives\n# Methodology\n## Scoping review stages\n# Findings\n## Resilience factors and supporting mechanisms\n## Leadership and community support","[{\"question\":\"What challenges affect teacher resilience in Indonesia according to the review?\",\"answer\":\"The review highlights heavy workloads, low salaries, inadequate facilities, rapid curriculum changes, and Covid-19-related shifts, along with additional constraints such as limited digital access and disruption during emergencies.\"},{\"question\":\"How does the article define teacher resilience?\",\"answer\":\"Teacher resilience is described as the ability of educators to adapt and thrive despite challenges, reflecting a dynamic interplay of personal characteristics, professional skills, social support, and organizational factors.\"},{\"question\":\"Which perspectives are used to organize the resilience concept?\",\"answer\":\"The study maps resilience using person-focused, process-focused, context-focused, and system-focused perspectives based on Beltman’s paradigm.\"}]","Exploring Teacher Resilience in Indonesia - A Scoping Review of Challenges, Strategies, and Support Mechanisms | PDF",28]