Required Mental Toughness and Emotional Flexibility of Teachers as Support Mechanism for Challenged Learners

Abstract

       Grounded in Psychological Flexibility Theory and Resilience Theory, this study explores how teachers develop and utilize mental toughness and emotional flexibility as support mechanisms for learners experiencing academic and personal challenges. While existing literature emphasizes teacher resilience and emotional regulation, few studies specifically examine how these attributes function together as deliberate strategies to support challenged learners, creating a gap in understanding the integrated role of mental and emotional adaptability in classroom practice. This exploratory study addresses this gap by capturing teachers’ lived experiences and strategies in navigating demanding educational contexts. Using an exploratory qualitative research design, data were collected through one-on-one interviews with 18 teachers and analyzed using reflexive thematic analysis to identify patterns in how mental toughness and emotional flexibility are developed and enacted. The investigation focuses on teachers’ experiences of building resilience, managing stress, adapting instructional approaches, and cultivating supportive classroom environments. Expected findings include: a deeper understanding of the ways teachers consciously strengthen mental toughness to sustain commitment and stability when supporting challenged learners; insights into how emotional flexibility enables adaptive responses to diverse student needs; and identification of classroom practices that integrate these attributes to promote learner resilience and success. The study is anticipated to contribute to theory-informed discussions on teacher adaptability and propose practical implications for professional development focused on psychological resilience and flexible emotional engagement in education.