Authors : Aljean C. Figura

Volume/Issue : Volume 11 - 2026, Issue 5 - May

Google Scholar : https://tinyurl.com/yc8n7p69

Scribd : https://tinyurl.com/mrv2t4a3

DOI : https://doi.org/10.38124/ijisrt/26may1908

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : Periods of social and political unrest present significant challenges to the teaching profession, particularly for earlygrade educators who serve as both instructional leaders and emotional anchors in the classroom. This study explored the experiences of KS1 public elementary school teachers during periods of unrest, focusing on the challenges they encountered, the coping mechanisms they employed, and the insights they gained. Using a qualitative phenomenological research design, data were collected through in-depth interviews and focus group discussions with selected public elementary school teachers. Thematic analysis, guided by Braun and Clarke’s six-step framework, was used to analyze the data. Findings revealed that teachers experienced emotional strain, classroom instability, divided community opinions, and tension between professional responsibilities and personal safety concerns. Despite these challenges, teachers coped through emotional regulation, collegial support, structured classroom routines, and sustained professional commitment. The insights derived from their experiences highlighted the development of professional resilience, reaffirmation of teaching purpose, heightened emotional awareness, and appreciation of collective solidarity. The study concludes that teaching sustainability during periods of unrest is shaped by both internal resilience and external support systems. Strengthening institutional support, leadership responsiveness, and teacher well-being initiatives is essential to sustain instructional continuity during crises.

Keywords : Teaching Sustainability, Social and Political Unrest, Key Stage 1 Teachers, Teacher Resilience, Crisis Coping, Classroom Stability.

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