How Do Gen Z Teachers Develop Their Intrapersonal Skills? Evidence from Indonesia
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| Title: | How Do Gen Z Teachers Develop Their Intrapersonal Skills? Evidence from Indonesia |
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| Language: | English |
| Authors: | Suyatno Suyatno (ORCID |
| Source: | Educational Process: International Journal. Article e2025016 2025 14. |
| Availability: | UNIVERSITEPARK Limited. iTOWER Plaza (No61, 9th floor) Merkez Mh Akar Cd No3, Sisli, Istanbul, Turkey 34382. e-mail: editor@edupij.com; Web site: http://www.edupij.com/ |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Foreign Countries, Generational Differences, Junior High School Teachers, Self Concept, Metacognition, Professional Development, Inservice Teacher Education, Negative Attitudes, Teaching Load, Family Work Relationship, Positive Reinforcement, Emotional Intelligence, Professionalism, Collegiality |
| Geographic Terms: | Indonesia |
| ISSN: | 2147-0901 2564-8020 |
| Abstract: | Background/purpose: Generation Z (Gen Z) teachers often face problems related to low intrapersonal skills in the workplace. Although empirical evidence shows how important intrapersonal skills are in supporting Gen Z teachers, there is still limited research on the intrapersonal problems faced by these teachers. Therefore, this research aimed to explore the intrapersonal skill problems often faced by Gen Z teachers as well as ways to solve these problems. Materials/methods: Adopting a qualitative research method, a Focus Group Discussion (FGD) was conducted to explore the experiences and views of Gen Z teachers regarding intrapersonal skills. Data were collected from 50 teachers from Bima City and Regency, West Nusa Tenggara Province, Indonesia, between the ages of 23 and 28. The data were analyzed using thematic data analysis. Results: The results showed that Gen Z teachers often face problems such as work pressure, emotional regulation, and negative self-image. Strategies adopted for improving intrapersonal skills included mindfulness, self-reflection, seeking feedback, and maintaining a balance in life. Conclusion: This research evaluated the problems faced by Gen Z teachers and appropriate strategies developed to solve them, which indicated the importance of emotional support and intrapersonal skills. Therefore, schools need to provide spaces and training that support the development of these skills so that teachers can be more effective in facing challenges and improving professionalism. The findings offer a strong framework for developing more comprehensive teacher training programs, which focus not only on technical skills but also on developing intrapersonal skills crucial in enhancing learning. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1459612 |
| Database: | ERIC |
| Abstract: | Background/purpose: Generation Z (Gen Z) teachers often face problems related to low intrapersonal skills in the workplace. Although empirical evidence shows how important intrapersonal skills are in supporting Gen Z teachers, there is still limited research on the intrapersonal problems faced by these teachers. Therefore, this research aimed to explore the intrapersonal skill problems often faced by Gen Z teachers as well as ways to solve these problems. Materials/methods: Adopting a qualitative research method, a Focus Group Discussion (FGD) was conducted to explore the experiences and views of Gen Z teachers regarding intrapersonal skills. Data were collected from 50 teachers from Bima City and Regency, West Nusa Tenggara Province, Indonesia, between the ages of 23 and 28. The data were analyzed using thematic data analysis. Results: The results showed that Gen Z teachers often face problems such as work pressure, emotional regulation, and negative self-image. Strategies adopted for improving intrapersonal skills included mindfulness, self-reflection, seeking feedback, and maintaining a balance in life. Conclusion: This research evaluated the problems faced by Gen Z teachers and appropriate strategies developed to solve them, which indicated the importance of emotional support and intrapersonal skills. Therefore, schools need to provide spaces and training that support the development of these skills so that teachers can be more effective in facing challenges and improving professionalism. The findings offer a strong framework for developing more comprehensive teacher training programs, which focus not only on technical skills but also on developing intrapersonal skills crucial in enhancing learning. |
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| ISSN: | 2147-0901 2564-8020 |
