| dc.description.abstract | This study aims to examine the role of self-compassion in fostering grit
among teachers. Self-compassion is defined as an individual's ability to embrace
suffering and failure as inherent aspects of life. It comprises three core
components: self-kindness, common humanity, and mindfulness. Grit, on the other
hand, refers to perseverance and passion for achieving long-term goals and
encompasses two dimensions: consistency of interest and persistence of effort. The
study employed a correlational quantitative design with a sample of 75 teachers.
Data were collected using validated and reliable self-compassion and grit scales.
Regression analysis revealed a significant positive relationship between self compassion and grit (R = 0.613, R² = 0.375, F(1,73) = 43.85, p < .001). Even
after accounting for demographic factors, self-compassion continued to play a
significant role in predicting teacher grit (R = 0.709, R² = 0.502, F(12,62) =
5.209, p < .001). These findings highlight self-compassion as a critical factor in
enhancing grit among teachers, which in turn contributes to improving the quality
of education. The study also underscores the practical implications of developing
interventions to cultivate self-compassion in teachers, thereby supporting their
professional success. | en_US |
