Abstract
This study conducted a thematic analysis of the lived experiences of primary school teachers to explore their resilience in the classroom using qualitative approach. The analysis revealed twelve distinct themes across three categories: teachers' resilience, the implications of their experiences, and their coping strategies and support systems. The first category identified Flexibility in Teaching, Resilience, Promoting Inclusivity, and Peer and Teacher Support as key aspects. These themes highlight the importance of adaptable teaching methods and a supportive network in fostering a resilient classroom environment. The second category focused on the implications of teachers' experiences, revealing themes of Diverse Challenges, Communication Struggles, Management Struggles, and Ineffective Assessments. These findings point to the need for improved communication and management training, along with the development of more effective assessment methods. The third category encapsulated teachers' coping strategies and support systems, identifying Sustainable Practices, Improvement in Teaching Practices, Interconnected Resilience in Education, and Continuous Self-Improvement as crucial. This suggests the importance of long-term, sustainable approaches and continuous professional development. The study concludes that resilience in the primary classroom is multifaceted, involving flexible teaching, inclusivity, effective communication, and sustainable practices. It recommends that school administrators should develop policies supporting these aspects, and teachers should continually adapt and improve their practices. Furthermore, learners should be encouraged to embrace diverse learning environments, and future researchers should explore the long-term impacts of these resilient teaching practices.