Understanding Teacher Optimism in the Workplace: A Qualitative Inquiry into HRM Practices

Abstract

Teacher optimism in the workplace is essential for fostering resilience and adaptability in educational settings. This qualitative study explores teacher optimism. Semi-structured interviews were conducted with nine vocational high school teachers. The findings reveal that teachers perceive challenges as temporary rather than permanent, maintain a clear boundary between work difficulties and personal life, and adopt a balanced perspective in attributing setbacks to both internal and external factors. Supportive HRM practices, such as professional development and adaptive policies, play a critical role in sustaining teacher optimism. These insights provide practical implications for school management to develop HR strategies that nurture a positive and resilient teaching workforce.