Building Academic Resilience in Mathematics: Teachers’ and School Administrators’ Perspectives from Secondary Schools in Quetta, Pakistan
Keywords:
Academic Resilience, Mathematics Education, School Leadership, Qualitative Research, Thematic Analysis, QuettaAbstract
This qualitative study explained the perceptions of teachers and school administrators of secondary school students regarding academic resilience in mathematics in Quetta. The semi-structured interviews were conducted from 20 participants which includes 10 mathematics school teachers and 10 school administrators from public and private secondary schools. The data were analyzed by using thematic analysis through which four major themes were identified (1) Socio-Economic and Cultural Barriers to Academic Resilience in Mathematics, (2) Pedagogical Strategies and Teacher Efficacy, (3) Institutional Support and Leadership Practices, (4) Student Mindset and Community Engagement. The findings indicate that academic resilience in mathematics is influenced by the interaction of individual, pedagogical, institutional, and contextual factors. According to these findings, the study proposes Quetta Mathematics Resilience Framework (QMRF) to provide a context-specific understanding of resilience in mathematics. The study offers practical implications for teachers, school leaders, and policymakers and contributes to growing literature on mathematics education and academic resilience in developing educational areas.
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Copyright (c) 2026 Tooba Hameed, Dr.Muhammad Akhtar Kang (Author)
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