A Study Regarding the Grounded Theoretical Approach on the Life Adaptation Process Experienced by Honorably Retired Female Teachers

Purpose: The purpose of this study was to explore and explain the experiences that honorably retired female teachers have after retirement and the process by which they adapt to life. Accordingly, the research questions are: First, what is the life experienced by honorably retired female teachers, and what are the difficulties? Second, what are the adaptation processes and types of adaptation experienced by honorably retired female teachers? Methods: To this end, we used the grounded theory methodology of Strauss and Corbin (1998), selected research participants through theoretical sampling, conducted semi-structured questionnaires and in- depth interviews with eleven female teachers who had experienced honorable retirement within the past three years, and analyzed the raw data. Results: Open coding resulted in 483 concepts, 118 subcategories, and 21 categories. As a result, the causal condition was 'experiencing the limits of maintaining a teaching career', the central phenomenon was 'living as an ordinary person without any affiliation', and the contextual condition was 'accepting and transitioning to life as a retiree', action/interaction strategy was 'entering the process of self- integration', and the result was 'gradually satisfying the need for self-actualization'. The core categories derived from selective coding are 'entering a stable old age through acceptance of changes in life and self-reflection and then advancing to the stage of mature self-realization'. It was found to go through an adaptation stage of 'introduction period', 'confusion period', 'change period', and 'actualization period'. Conclusion: By presenting a theoretical framework for the post-retirement adaptation of honorably retired female teachers, it is expected to be used as a useful tool in active research on honorably retired female teachers and in the development of retirement adaptation programs.