Abstract
Being a non-permanent English teacher in a remote area is not easy. The non-permanent teachers have to face many challenges. Without having resilience, the teachers can not survive to teach in the area. This study investigated the factors that influenced the resilience of the non-permanent English teachers in building a professional identity in the remote areas of South Sulawesi. The mixed-method explanatory sequential experimental design was used by involving non-permanent English teachers at five schools in the remote area of Tana Toraja, South Sulawesi Province. The RSA Scale questionnaire and interview were used to find out what factors influenced teachers’ resilience. The results showed that the challenges faced by non-permanent English teachers made them resilient teachers. Personal resources and contextual resources seemed to play a major role in their growth of resilience. The high resilience of teachers shapes their professional identity, which makes them stay afloat and think that teaching is their calling. This study suggests implications for the education of policymakers and the government in Indonesia, and also for future researchers who are interested in a similar topic may conduct further studies with a broader context
Highlights
Identity development is the biggest challenge process for teachers (Pearce & Morrison, 2011)
The results showed that even though many challenges must be faced by non-permanent English teachers to teach in the remote area, they were supported by personal resources and contextual resources that made them becoming resilient teachers
We found that the challenges that must be faced by non-permanent English teachers in the remote areas were cellular networks were, only available in certain places and only available from 07:00 am to 7:00 pm; there was no internet network and electricity was only available from 7 pm to 7 am
Summary
Identity development is the biggest challenge process for teachers (Pearce & Morrison, 2011). Teacher identity has an important role in teaching and learning (Friesen et al, 2013) and teacher identity development (Rodrigues & Mogarro, 2019). Johnson et al, (2015) states that 'Teacher identity leads to self-understanding and development of awareness as teachers'. It means that the teacher's identity is complex, and can change from time to time (Richardson & Watt, 2018). It can be concluded that the teacher's identity is related to how they see themselves and the work they do. When teachers face many challenges in their teaching job, over time, their identities may change
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