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Jurnal Pendidikan Progresif
Published by Universitas Lampung
ISSN : 20879849     EISSN : 25501313     DOI : https://doi.org/10.23960/jpp
Core Subject : Education,
Education
urnal Pendidikan Progresif is an academic journal that published all the studies in the areas of education, learning, teaching, curriculum development, learning environments, teacher education, educational technology, educational developments from various types of research such as surveys, research & development, experimental research, classroom action research, etc. Jurnal Pendidikan Progresif covers all the educational research at the level of primary, secondary, and higher education. The goal of this journal is to bring together researchers and practitioners from academia and industry to focus on Educational advancements and establishing new collaborations in these areas. Original research papers, state-of-the-art reviews are invited for publication in all areas of Education. Topics of Interest include, but are not limited to, the following Disaster literacy and Risk Management Education Ethnopedagogy-based STEM Education Integrating technology into the curriculum: Challenges & Strategies Collaborative & Interactive Learning Tools for 21st Century learning Learning Analysis Education Management Systems Education Policy and Leadership Business Education Virtual and remote laboratories Pedagogy Enhancement with E-Learning Course Management Systems Teacher Evaluation Curriculum, Research, and Development Web-based tools for education Games and simulations in Education Learning / Teaching Methodologies and Assessment Counselor Education Student Selection Criteria in Interdisciplinary Studies Global Issues in Education and Research Technology Support for Pervasive Learning Artificial Intelligence, Robotics and Human-computer Interaction in Education Mobile/ubiquitous computing in education Web 2.0, Social Networking, Blogs and Wikis Multimedia in Education Educating the educators Professional Development for teachers in ICT
Arjuna Subject : Ilmu Sosial - Pendidikan
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Search results for "Mismatched Teachers" : 1 Documents clear
Mismatched Teachers’ Experiences in Public Junior High Schools: A Phenomenological Research Harja, Harlina; Jamrizal, Jamrizal; Nadiyah, Nadiyah; Hidayati, Sri; Sari, Siti Rahma
Jurnal Pendidikan Progresif Vol 15, No 1 (2025): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v15i1.pp591-606

Abstract

Mismatched teachers’ experiences in Public Junior High Schools: A Phenomenological Research. Objectives: This research aimed to describe the mismatched teachers’ experiences who have shared the phenomenon of teaching non-related subjects for approximately two or more years in ten public junior high schools in Jambi City. More specifically, this study explored their experiences, challenges, and coping strategies in dealing with professional mismatches. Methods: This qualitative research utilized a transcendental phenomenological design, purposeful participant sampling, and interviews as the primary data collection. Moreover, the constant comparative method was used by the researcher to analyze the interviewing data in this research. Findings: The findings identified three major themes: belief in God, unsolvable problems, and receiving and giving regarding the mismatched teachers’ experiences in teaching non-related subjects in the current schools. This research found that belief in God played a central role in motivating teachers to persevere despite difficulties. Teachers also encountered systemic challenges, including a lack of administrative support, inadequate teaching materials, and mismatched recruitment policies. However, many teachers developed strategies to manage classroom challenges, student engagement, and discipline. Additionally, receiving and giving emerged as a crucial aspect of their professional lives, where teachers sought support from peers, administrators, and personal faith while also mentoring new teachers. Conclusion: There were three significant themes; believe in God, unsolvable problems, and receiving and giving discovered in this research.  These themes represent their emotional, professional, and institutional issues faced by mismatched teachers. These findings suggest the need for policy improvements, such as targeted professional development, access to appropriate teaching resources, and better recruitment practices to support mismatched teachers. Recognizing their dedication and struggles can lead to more effective educational policies that enhance teacher well-being and student outcomes. While mismatched teachers exhibit resilience and adaptability, addressing their challenges is essential to maintain educational quality in public schools. Keywords: phenomenological research, mismatched teachers.

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