An Interpretative Phenomenological Analysis

: Exploring the experiences of four special education teachers in demonstrating resilience and the identities influencing their performance in Algeria.

Abstract

This study explores the resilience and identities of special education teachers in Algeria from an interactionist perspective, which considers both individual and sociological dimensions. While research on teacher resilience and identity has gained significant attention over the past two decades (Day et al., 2006; Rutter, 2015; Flores, 2018), the link between these constructs remains underexplored due to their conceptual complexity (Hascher et al., 2021). Furthermore, the literature highlights a lack of research in African contexts (Rushton et al., 2023). To address these gaps, this study examines how the Algerian special education context influences the personal and professional identities of teachers as they navigate workplace challenges. The research is guided by two central questions:

1. How do four special education teachers in Algeria make sense of their experiences of challenging work-contextual factors affecting their mental well-being and performance?
2. How do personal and professional identities influence the resilience of five special education teachers in mainstream and special schools in Algeria?

Methodologically, this study is rooted in interpretative phenomenological analysis (IPA), underpinned by interpretative epistemology (symbolic interactionism) and social constructionist ontology. These theoretical foundations align with the study’s focus on understanding individual experiences and the social construction of identity and resilience. Data were collected through semi-structured interviews conducted twice with four special education teachers (one female and three males).

The findings presented using an idiographic approach (themes within cases) reveal that participants relied on internal motivators (e.g., religion and personal traits) embedded in their personal identity and external motivators (e.g., work demands) shaping their professional identity. These factors positively influenced their resilient mindset and adaptive behaviours in the workplace. Religion emerged as a key coping mechanism, protecting participants’ psychological and emotional well-being during workplace adversities. Additionally, the study highlights how religious beliefs were deeply influenced by the Algerian cultural and social context in which the participants were raised.

This research introduces a novel framework for understanding the interplay between identity and resilience by integrating elements from three models: the ecological model, the Islamic resilience model, and Richardson’s resiliency model. These elements are combined within the four perspectives of resilience (personal, contextual, process, and outcome) and the identity triangle model (psychological, behavioural, and relational domains). This synthesis led to the development of the Five-in-One Model of Teacher Resilience and Identity (FiOTRI), which incorporates societal factors such as religion, economy, and school settings to explain teacher identities, emotions, and behaviours. The FiOTRI model provides a comprehensive tool for identifying stressors affecting teacher well-being, offering insights to improve teaching quality and foster teacher-friendly environments.

By addressing the underexplored link between resilience and identity in a non-Western context, this study contributes to the broader literature on teacher resilience and identity while offering practical implications for supporting special education teachers in Algeria and beyond.

Date of Award	2025
Original language	English
Awarding Institution	Canterbury Christ Church University