Disorienting Dilemma,Trauma,and Transformation: Investigating the Experiences of Bahamian Educators Post-Natural Disasters

Abstract

This study explores how Bahamian teachers navigate recurring natural disasters, focusing on the interplay of disorientation, trauma, and transformative learning. Using transformative learning theory framework, this study contributes to the limited research on recurring disorientations in the context of natural disasters, offering a developmental perspective on how repeated challenges influence transformative learning. The study used a phenomenological case study approach; semi-structured interviews were conducted with teachers who had experienced multiple natural disasters throughout their lives. The findings underscore the potential for recurring adversity to serve as a catalyst for meaningful adaptation and growth. These events profoundly disrupted participants’ cognitive and emotional frameworks, triggering significant psychological and emotional distress while also offering opportunities for transformative growth and adaptive learning. Despite the emotional challenges, they demonstrated resilience, heightened environmental awareness, and adopted disaster preparedness strategies in both personal and professional contexts. Educators experienced personal growth that reshaped their roles as both teachers and community leaders. These findings emphasize the need for robust support systems and policies to foster resilience and transformative growth for educators and communities frequently affected by such disasters.