Modern Radiography Education: Clinical Competence, Simulation, and AI

Abstract

This study explores the lived experiences of public senior high school teachers who have remained in the same rank for ten years, focusing on how they navigate career stagnation, maintain motivation, and preserve their professional identity. Using Colaizzi’s descriptive phenomenological method, ten teachers were interviewed through semi-structured conversations, supported by reflective notes and member checking. Five themes emerged: endurance amid professional plateauing, intrinsic motivation, emotional navigation of stagnation, reliance on social and professional support, and resilience through adaptive coping. Findings reveal that persistence stems not from resignation but from a deep sense of purpose, moral responsibility, and relational commitment. Despite systemic constraints, teachers exhibit professional growth, emotional regulation, and faith-driven resilience. The study suggests that career stagnation, when met with reflection and support, can become a space for transformation. Policy implications emphasize the need for mentorship systems, career enrichment programs, recognition frameworks, and wellness initiatives.

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