YOGYAKARTA, March 27, 2026 — Faculty members of Yogyakarta Independent School (YIS) convened on Friday for a focused Professional Development (PD) workshop titled “Teachers’ Self-Management and Wellbeing.” Held from 13:00 to 15:00 in the school’s distinctive semi-outdoor Joglo area, the session combined a relaxed physical setting with the use of multimedia tools and interactive displays to support engagement.

 

 

The workshop was facilitated by Markus Budiraharjo, Ed.M., Ed.D, an experienced educator from Sanata Dharma University (USD), who this year marks 27 years in the teaching profession. With academic training from Boston University and Loyola University Chicago, Dr. Budiraharjo brought both scholarly depth and lived classroom experience into the session. He was supported by Chelvino Dhimas, also representing USD.

 

 

The workshop was designed for educators across all levels—from Preschool to Grade 12—with a dual emphasis on pedagogical strengthening and the cultivation of student agency. At its core, the session addressed a persistent challenge in contemporary education: how teachers can sustain professional excellence while safeguarding their personal well-being.

 

To this end, the session integrated:

 

 

Departing from lecture-driven formats, the workshop adopted a highly participatory approach. Teachers engaged in small-group discussions and guided written reflections, enabling them to critically connect theoretical insights and the facilitator’s personal narratives with their own teaching contexts.

 

This reflective design encouraged not only intellectual engagement but also professional introspection, positioning teachers as active agents in their own development.

 

 

The training took place against the backdrop of increasingly complex challenges in education, including eroding institutional trust and the rapid emergence of Generative AI in classroom environments. Within this context, the workshop highlighted the importance of developing internal resilience and supportive professional communities.

 

Participants were introduced to the idea of building “cushioning systems”—both social and personal—that enable educators to navigate uncertainty while maintaining clarity of purpose and professional integrity.

 

 

Reflections gathered during the final evaluation underscored the significance of the session for participating teachers.

 

“This was a meaningful experience. We engaged in something important—something that should have been part of our practice, yet has not been done until now,” one teacher shared.

 

Another participant noted, “Opportunities like this allow hidden ideas to surface, and we can discuss them openly and transparently.”

 

A third teacher emphasized the collaborative dimension of the session: “Through this process, we are able to support one another.”

 

Veronika Swanti, Acting School Principal, affirmed the broader institutional significance of the initiative, stating that this is a timely moment to reaffirm the core values that the school has long upheld and strived to embody.

 

Meanwhile, Ibu Yani, representing the school’s foundation, highlighted the relational impact of the workshop, noting that the two-hour discussion created a valuable opportunity for teachers to relearn from one another and strengthen their professional community.

 

 

The session brought together 18 educators, representing the PYP, MYP, and DP programs. Active participation reflected a shared institutional commitment to continuous professional growth and collective well-being.