Teaching is one of the most challenging professions; thus, preschool teachers experience many different things in the workplace due to the nature of their work (Johnson et al., 2005; Davis & Dunn, 2018; Fu et al., 2010; Seaman & Giles, 2021, as cited in Levine Brown et al., 2023). Because early childhood teachers perform emotionally and physically demanding work throughout the day, these educators are dealing with behavioral challenges and resolving conflicts and they are seen as caregivers. They work collaboratively with colleagues and families. Additionally, they manage the emotions of individuals within their organization, including children, administrators, families, and colleagues (Purper et al., 2023). Thus, interactions with children, colleagues, and parents throughout the day can give rise to a variety of emotions (Humphries et al., 2018; Sanders-Smith et al., 2020). Teachers' emotional experiences vary, and their experiences tend to be negative, especially when dealing with adverse situations in the classroom (de Ruiter et al., 2020). Considering the emotional challenges of teachers, the concept of resilience becomes prominent. The term resilience refers to the ability to adapt positively to stress, trauma, and life challenges (Vella & Pai, 2019). The presence of high emotional demands, and the expectation that teachers will constantly be supportive and resolve challenging behaviors, leads them to build good relationships with parents (Vatou et al., 2021; Purper et al., 2023). The expectation that teachers will manage challenging situations in addition to supporting basic skills can be overwhelming for them (Purper et al., 2023). Both individual and contextual factors can contribute to resilience. An optimistic and hopeful character allows for a positive approach to challenges and factors such as a supportive workplace environment and shared vision can enhance a teacher's resilience (Wang et al., 2023; Vatou, 2025). Based on Bronfenbrenner's (1994) “Microsystem” model in Ecological Systems Theory, this research will present how teachers make sense of their emotional challenges and resilience within an art-based research framework. Art-based research is defined as the systematic use of the art process in research, the emergence of different forms of artistic expression, and a way of understanding and examining participants' experiences (McNiff, 2008). In art-based research, aesthetic tools and designs are used to enrich the research process (Barone & Eisner, 2012). Art-based research enables the naming of narratives and the uncovering of teachers' stories related to emotional challenges. Art-based research focuses on the subject and meaning-making by bridging the gap between art-making and verbal narrative (Akimenko, 2018). Thus, this research will investigate how teachers express their emotional challenges and resilience through an art-based research methodology and will focus on their narratives.

Research questions are:

●      How do teachers construct art-based narratives and symbolic representations to make sense of emotional challenges in their professional lives?

●      How do teachers narrate the experiences of emotional challenges in terms of resilience?

This study is positioned within the framework of Bronfenbrenner's (1994) Ecological Systems Theory's “Microsystem” model. The microsystem encompasses a person's relationship with their immediate environment (Bronfenbrenner, 1994). Therefore, the focus will be on the emotional challenges that teachers have with students, colleagues, parents, and administrators within the school environment. In the research, an art-based narrative inquiry method will be used to learn how teachers make sense of emotional challenges and resilience. Art-based research is defined as serving a purpose related to artistic production and enhancing individuals' perspectives. Art-based research focuses on the individual's experiences and expressions rather than behavior (Güneş et al., 2022). In the data collection process, four to six preschool teachers currently working and teachers with varying lengths of professional experience will consist of the sample. Purposive sampling will be used. Semi-structured interviews will be used in the data collection process. The data collection process will utilize online platforms through Zoom or Google Meet. During the process, participants will be asked questions that reveal emotional difficulties. Also, they will be expected to create a symbol to better name and describe their experiences during the interview. The collected data will be examined through narrative analysis. Narrative analysis is an approach that aims to understand how people tell their experiences/lives as a story or a series of stories. The analysis will be conducted in accordance with Creswell's (2021) narrative analysis model. During data analysis, the participant's story will first be pieced together into a chronological narrative and written down. The symbols produced by the participants will be added to these narratives. The created document will be re-examined and re-storytelling. In the final stage, the narrative will be positioned within the theoretical frameworks of emotional challenges and resilience. The researcher's role is primarily focused on ensuring that the participants' voices are heard. This will be facilitated through verbal narratives and visual production. Qualitative research, by its very nature, does not rely on quantitative data. To ensure validity and reliability, expert opinion will be sought. In addition, the interview will be recorded.

This research will reveal the situation within the microsystem by focusing on the emotional challenges and resilience of teachers. Interviews with teachers will uncover their emotional challenges with colleagues, students, administrators, and families. Furthermore, the research will explore how teachers express resilience based on these emotional challenges. In this context, the study will provide guidance on how teachers build their resilience in response to their emotional challenges. Additionally, one of the expected outcomes of this research is its contribution to the field in a pedagogical sense. Based on the emotional challenges identified by teachers, educational outcomes will emerge in the direction of transforming the quality of educational environments, identifying teachers' needs, and increasing the effectiveness of interaction between teachers and those around them. Finally, this research will methodologically ensure that the productions and voices of the participants are heard. It will highlight the value and contribution of art-based research. Through this method, the voices and artistic productions of the participants will become visible, revealing the narratives and concepts in their stories.

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