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An interpretative phenomenological analysis: How educational planning can resolve the teacher marginalization?

Indonesian Research Journal in Education |IRJE| · Vol. 9 No. 02 (2025) · hlm. 808–829

DOI
10.22437/irje.v9i02.43549
ISSN
2580-5711
Terbit
2025-07-19
Penerbit
Universitas Jambi, Indonesia
Bahasa
en
Lisensi
creativecommons.org/licenses/by-nc-sa/4.0

Abstrak

This research explores the experiences of marginalization among teachers in Indonesia, focusing on the exclusion from decision-making, lack of professional recognition, and limited growth opportunities. Using qualitative interviews with 18 teachers, data were collected through in-depth interviews and analyzed thematically with Interpretative Phenomenological Analysis (IPA) method. The findings reveal that teachers face systematic exclusion in policy formulation and decision-making processes, a lack of recognition for their contributions, and restricted opportunities for professional development. The research highlights the role of educational planning as a potential solution to mitigate these issues by fostering a more inclusive, collaborative, and responsive educational system. The research advocates for a paradigm shift in educational planning to address the systemic inequities that contribute to the marginalization of teachers, emphasizing the importance of involving educators in decision-making processes and professional development programs.

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  • Indonesia University of Education
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  • Organisasi berbeda
  • Organisasi sama
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Tampilkan sebagai tabel
Rekan penulisOrganisasiArtikel bersama
Eka PrihatinIndonesia University of Education2
Taufani C. KurniatunAfiliasi tidak diketahui2
Cepi TriatnaAfiliasi tidak diketahui2
Elin RosalinAfiliasi tidak diketahui2
Yayah RahyasihAfiliasi tidak diketahui1
Endang HerawanAfiliasi tidak diketahui1
Siti NurlatifahAfiliasi tidak diketahui1
M. Irvan GunawanAfiliasi tidak diketahui1
Ira Nadya OctaviraAfiliasi tidak diketahui1
Johar PermanaAfiliasi tidak diketahui1
M. Rezeki MuamarAfiliasi tidak diketahui1
KhusyairinAfiliasi tidak diketahui1
Udin Syaefudin SaudAfiliasi tidak diketahui1
SururiAfiliasi tidak diketahui1
Cucun SunaengsihAfiliasi tidak diketahui1
Cicih SutarsihAfiliasi tidak diketahui1

Afiliasi berasal dari OpenAlex; metadata OAI-PMH jurnal tidak memuatnya. Penulis tanpa ID OpenAlex dicocokkan berdasarkan nama, sehingga dua orang bisa tergabung atau satu orang bisa terpisah.

Sumber metadata: OAI-PMH (metadata jurnal) https://online-journal.unja.ac.id/index.php/irje/oai, pertama di-harvest 6 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en">An interpretative phenomenological analysis: How educational planning can resolve the teacher marginalization? </dc:title>
	<dc:creator xml:lang="en">Hartini, Nani</dc:creator>
	<dc:creator xml:lang="en">Widaningsih</dc:creator>
	<dc:creator xml:lang="en">Garnasih, Wulan</dc:creator>
	<dc:description xml:lang="en">This research explores the experiences of marginalization among teachers in Indonesia, focusing on the exclusion from decision-making, lack of professional recognition, and limited growth opportunities. Using qualitative interviews with 18 teachers, data were collected through in-depth interviews and analyzed thematically with Interpretative Phenomenological Analysis (IPA) method. The findings reveal that teachers face systematic exclusion in policy formulation and decision-making processes, a lack of recognition for their contributions, and restricted opportunities for professional development. The research highlights the role of educational planning as a potential solution to mitigate these issues by fostering a more inclusive, collaborative, and responsive educational system. The research advocates for a paradigm shift in educational planning to address the systemic inequities that contribute to the marginalization of teachers, emphasizing the importance of involving educators in decision-making processes and professional development programs.</dc:description>
	<dc:publisher xml:lang="en">Universitas Jambi, Indonesia</dc:publisher>
	<dc:date>2025-07-19</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://online-journal.unja.ac.id/irje/article/view/43549</dc:identifier>
	<dc:identifier>10.22437/irje.v9i02.43549</dc:identifier>
	<dc:source xml:lang="en">Indonesian Research Journal in Education |IRJE|; Vol. 9 No. 02 (2025): IRJE |Indonesian Research Journal in Education; 808-829</dc:source>
	<dc:source>2580-5711</dc:source>
	<dc:language>en</dc:language>
	<dc:relation>https://online-journal.unja.ac.id/irje/article/view/43549/21597</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2025 Indonesian Research Journal in Education |IRJE|</dc:rights>
	<dc:rights xml:lang="en">http://creativecommons.org/licenses/by-nc-sa/4.0</dc:rights>
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