The Role of Coaching in Enhancing Mental Resilience among Teachers in Islamic Integrated Schools
Keywords:
Coaching, Mental Resilience, Teachers, Coping, SpiritualityAbstract
Teachers face various psychological pressures in carrying out their professional roles, including academic demands, administrative workloads, and relational dynamics within the school environment, all of which may negatively affect their well being and mental resilience. This study aims to explore the role of coaching in enhancing teachers’ mental resilience through a reflective and psychospiritual approach. The study employs a qualitative approach with an intrinsic case study design. Participants consist of teachers who were involved in the coaching process. Data were collected through in depth interviews, observations, and document analysis, and were analyzed using thematic analysis. The findings indicate that prior to participating in coaching, teachers experienced work related stress, emotional exhaustion, and limited adaptive coping strategies. Coaching was perceived as a safe and non judgmental reflective space that enabled teachers to develop greater self awareness, improve emotional regulation, and shift toward more adaptive coping strategies. The integration of spiritual values within the coaching process functioned as an internal resource that strengthened teachers’ mental resilience. This study also highlights the importance of implementing contextual and sustainable coaching practices to support teachers’ mental well being in school settings.
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