The Role of Teachers in Building Students' Psychological Resilience to Face Academic Pressure in High School Students in Kutai Kartanegara
DOI:
https://doi.org/10.59373/kharisma.v5i2.173Keywords:
psychological resilience, academic pressure, teacher’s role, senior high school studentsAbstract
Academic pressure among senior high school students has increased in line with rising academic demands, competition for higher education, and heightened family expectations, which may negatively affect students’ psychological well-being. Psychological resilience serves as a protective factor that enables students to cope with academic stress and maintain adaptive functioning. From an educational management perspective, building resilience relies heavily on how teachers manage classroom environments, coordinate instructional workloads, and execute supportive evaluation systems. This study aims to explore the role of teachers in fostering students’ psychological resilience in coping with academic pressure in senior high schools in Kutai Kartanegara Regency. A qualitative approach employing a phenomenological design was used to capture the lived experiences and management practices of teachers and students. Data were collected through in-depth semi-structured interviews, participant observation, and document analysis involving four subject teachers and two students selected through purposive sampling. The data were analyzed using thematic analysis following Braun and Clarke’s framework. The findings reveal that teachers play a crucial role as instructional managers and relational leaders through emotional support, the cultivation of adaptive perspectives toward academic failure, and the effective management of classroom climate. Teachers implement practical management strategies such as adjusting academic workload, coordinating assessment schedules, providing flexible evaluation opportunities, and informally guiding coping strategies. However, the effectiveness of these efforts is constrained by systemic and managerial challenges, including socioeconomic variations, limited counseling infrastructure, rigid curriculum targets, and excessive administrative workloads.
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