Singlehood: Unveiling Teachers' Self-Contentment in Their Professional Lives
DOI:
https://doi.org/10.48047/ffsm4f24Keywords:
contentment, inclusive education, professional life, self-fulfillment, singlehoodAbstract
In recent years, singlehood has become increasingly prevalent among working professionals like teachers, whose relationship status may impact their professional lives. As educators play a vital role in shaping students' development, understanding the factors contributing to single teachers' self-contentment and job satisfaction is crucial. This qualitative study explores the experiences of 11 single teachers in the Philippines, examining how they find fulfillment within their professional roles. Through in-depth, semi-structured interviews, six key themes emerged: (1) Fulfillment through student impact and success, (2) Alignment of personal interests, values, and professional roles, (3) Continuous growth and learning, (4) Importance of supportive relationships and human connection, (5) Work-life balance and time for self, and (6) Overcoming challenges through resilience and perspective. The findings highlight the multifaceted nature of single teachers' professional fulfillment, underscoring the interplay of intrinsic motivations, supportive environments, and personal resilience. These insights offer valuable guidance for educational administrators and policymakers in cultivating inclusive school cultures that empower single teachers to thrive, ultimately benefiting the educational community
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