Pinpointing Challenges and Resilience: A Poignant Narrative Inquiry of Early-Career Teachers in Abra

Abstract

The goal of this study is to examine the lived experiences of early-career teachers in Abra, focusing on different challenges they encounter and resilience strategies they employ to overcome them. Using a narrative inquiry approach, it captures in-depth, personal accounts of their early teaching years, highlighting issues such as heavy workloads, classroom management, administrative responsibilities, emotional stress, and limited professional support.

Through semi-structured, in-depth interviews, the research aims to understand how these teachers manage professional demands and the internal and external support systems that sustain their motivation and well-being. It emphasizes not only the struggles but also growth, adaptability, and resilience demonstrated by early-career educators.

It further examines the role of mentorship, institutional resources, and professional development opportunities in fostering resilience. By amplifying teachers’ voices, it identifies key factors that either support or hinder their success in the field.

The findings target to inform the development of policies and support structures that enhance teacher effectiveness and retention. Ultimately, the study aspires to contribute to a more empathetic and supportive educational environment—one that empowers early-career teachers in Abra to face the realities of the profession with strength, confidence, and hope.