Stretching Boundaries: Unraveling Teachers’ Challenges and Strategies in Cultivating Self-Compassion

Abstract

Background: Teaching is inherently a highly stressful profession, which can significantly affect teachers’ well-being. Although self-compassion research has predominantly centered on mental health in the medical professions, there is a notable gap in empirical knowledge concerning self-compassion within the educational field. Considering the limited qualitative research available on teachers’ perceptions of self-compassion, this study represents a pioneering endeavor. Methods: This study employed a qualitative-phenomenological methodology and included 34 teachers from Israel. Semi-structured interviews provided an in-depth exploration of self-compassion, revealing participants’ experiences, challenges, and coping strategies. Results: Three pivotal themes were uncovered. “Bridging the Compassion Gap: From Others to Self” reflects teachers’ challenges in extending compassion to themselves. “Challenging Complacency: Silent Reflection and Self-Prioritization” illustrates self-compassion practices involving reflection, self-prioritization, and mindfulness. “Resilience Buffers: Positivity, Patience, and Acceptance” captures the role of self-compassion in managing stress, fostering positivity, and enhancing resilience. Conclusion: This study highlights the complex nature of selfcompassion among teachers, addressing challenges such as the novel concept of “compassion dissonance” and promoting reflective resilience. To support teachers, tailored interventions should bridge the gap between self-compassion for oneself and others. Incorporating self-compassion practices into teacher education and fostering supportive school environments are crucial steps forward.