Havens for Acceptance and Faith: Understanding Teacher Coping in a High-Poverty District

• In Event: Mindfulness and Resilience in Educational Settings

Abstract

In this interpretive case study, the researcher examined the sources upon which four ambitious teachers drew upon in coping with problems of instructional and existential significance throughout a unit of study. From interview data, the study found: (1) The teachers’ acceptance of instructional problems was aided by their deep commitment to their moral centers. (2) Faced with deep uncertainty, the teachers derived faith from their school communities, their sense of responsibility to their students and society, and their understanding of the nature of teaching as demonstrated through metaphors. This study suggests school leaders should encourage reflection in ways that honor the spiritual and rational dimensions of teaching equally.

Author

• Rob Martinelle, Boston University