The Resilience Process of Non-Native Teachers in Rural Iranian Schools: A Multilevel Analysis of Individual-Structural Interactions

Abstract

This study aims to explore the stages of the resilience process of non-native teachers in primary schools located in rural Iranian contexts. We utilized a classic grounded theory methodology to explore process of non-native primary schools teacher’s resilience in rural Iranian context. Data were collected through semi-structured interviews with 19 participants. The stages of resilience process identified include confusion, struggle, transformation, tolerance, and transition. This process is shaped by a complex interplay of individual, institutional, economic, and cultural factors. In contrast to global models, this study introduces novel concepts such as resistive resilience, subsistence resilience, and ethical resilience, which reflect the specific institutional and economic conditions of Iran. Data analysis highlights that inefficient personnel distribution policies, economic pressures resulting from inflation, and traditional societal expectations act as factors that diminish resilience. Conversely, informal social networks among teachers and spontaneous educational innovations play a pivotal role in enhancing resilience. By unveiling the spatial-temporal and bio-social dimensions of resilience and redefining the relationship between micro and macro factors, this study provides a new theoretical framework for understanding teachers' professional resilience.