A Phenomenological Study of Grit Among Teachers in Remote Areas

Abstract

This phenomenological study explores the concept of grit among teachers working in remote areas. Grit, defined as a combination of passion and perseverance towards long-term goals, has been identified as a crucial factor for success in various domains. However, little is known about how grit manifests among teachers in challenging and isolated environments such as remote areas. This study aims to fill this gap by examining the lived experiences of teachers in remote areas and how their grit influences their professional journey. Data were collected through Semi structured interviews and analyzed using thematic analysis. The findings shed light on the unique challenges faced by teachers in remote areas and the strategies they employ to demonstrate grit in their daily work. The study provides valuable insights for educational policymakers and administrators in developing support systems and interventions to foster grit among teachers in remote areas. This study used snowball sampling with three recommended subjects. This study used a qualitative method with a descriptive phenomenological research type (PFD). The data collection technique used is observation and semi-structured interviews. For the data analysis technique used, namely phenomenological analysis with six stages from Giorgi. Based on the findings of the synthesis theme through descriptive phenomenological analysis (DPA), three essential themes were found from the three participants, namely professional commitment, career adaptability, and hope.

Keywords: Grit ; Passion ; Perseverance ; Phenomenology ; Remote Areas ; Teachers