Challenges and Coping Mechanisms of Teachers' Professional Identity: A Study of Novice English Teachers in Rural Schools

Background/purpose. The purpose of this study is to explore and analyze the challenges novice English teachers face in rural secondary schools and to identify the coping strategies they employ to develop their professional identity.

Materials/methods. This study adopted a qualitative exploratory case study design. The research involved five novice teachers from different regions to capture diverse teaching contexts. Data were collected through semi-structured interviews and non-participant classroom observations. Data analysis followed four systematic stages: coding, conceptualization, categorization, and theory development to identify key themes and construct an interpretive framework grounded in the participants' experiences.

Results. The study found that novice English teachers in rural Indonesia face low student motivation, mixed-ability classes, limited facilities, and unrealistic syllabi. Most rely on informal mentoring and use adaptive strategies like grouping and material simplification. Despite their resilience, sustainable growth requires systemic support through structured mentoring, adequate resources, and context-sensitive curricula to improve teaching effectiveness. The study revealed that novice English teachers in rural Indonesia showed strong adaptability and dedication despite facing diverse challenges. However, limited institutional support and lack of structured mentoring hindered their long-term professional growth and teaching effectiveness.

Conclusion. Novice English teachers in rural Indonesia face low motivation, mixed-ability classes, and limited resources. Despite minimal support, they adapt creatively, but sustainable growth requires structured mentoring and stronger institutional support.

Keywords: Novice teacher, challenge, coping mechanism, rural area

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