TEACHERS' RESILIENCE IN DEALING WITH PHYSICAL VIOLENT BEHAVIOR IN ALPHA GENERATION STUDENTS: A PHENOMENOLOGICAL APPROACH
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Abstract
The phenomenon of the tendency to commit physical violence committed by the Alpha Generation is a big challenge for teachers in creating a conducive learning environment. This study aims to describe teachers' resilience experiences in dealing with this behavior with resilience supporting factors as the main focus. This study used qualitative methods and a phenomenological approach to understand teachers' experiences in managing conflict and work pressure. Data were collected through interviews with 5 teachers at SMP X school. Data analysis was conducted using thematic techniques to identify patterns of resilience that emerged. The results showed that teachers rely on emotion regulation, impulse control, optimism, empathy, and analytical skills to understand the root of student problems. Self-efficacy and social support from colleagues, school, and family are also important factors in building emotional resilience. This study is expected to make a theoretical contribution to the development of teacher resilience literature and offer practical recommendations for schools to provide training and support programs that strengthen teacher resilience in facing challenges in the school environment, especially physical violent behavior in Alpha Generation at the junior high school level.
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