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Abstract
This study aims to find out whether there is significant difference of pedagogical challenge and resilience between English elementary, junior, and senior high school teachers or not; and to find out the correlation between teachers’ pedagogical challenge and teachers’ resilience. This study is quantitative research. Two kinds of questionnaires were administered to find out data about pedagogical challenge and resilience. Sample of this study was 84 English teachers consists 11 elementary schools teachers, 52 junior high schools teachers, and 21 senior high schools teachers. Data was analyzed by using descriptive statistic, t-test significance and Pearson correlation. The findings show that: (1) there is no significant difference of pedagogical challenges between elementary, junior, and senior Islamic school teachers, (2) there is no significant difference of resilience between elementary, junior, and senior Islamic school teachers, and (3) there is no correlation between teachers’ pedagogical challenges and teachers’ resilience.
Highlights
Teaching is a complex activity that includes plan, design, administration, implementation, management, and evaluation
Pedagogical challenges were divided into 3 categories, including low (57 – 133), medium (134 – 209), while resilience had 39 – 92, 92, – 195
Resilience data covered teacher's ability to deal with unpleasant feelings in facing pedagogical challenges
Summary
Teaching is a complex activity that includes plan, design, administration, implementation, management, and evaluation. Lesson plans cover details on teaching materials, media, method, assessment, and evaluations to be developed through design. After lesson plans have been designed, they are implemented through organizing media, material and method in classrooms. Teachers in administration keep records on students’ achievement and behavior while management establishes and maintains classroom arrangement and classroom interaction. Evaluation covers measures and assesses the effectiveness of the teaching process. Teachers are responsible for teaching materials delivery and classroom management and evaluation. Teachers work as educators, designers, managers, counselors, assessors, and researchers. For teachers to achieve student’s education goals their roles have to be concurrently performed
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