An Interpretative Phenomenological Analysis of Teacher Resilience in a High-Achieving School

• In Event: Interventions to Boost Resilience

Abstract

Teacher stress and resilience are a concern nationwide. Using the social ecological theory of resilience, this interpretative phenomenological analysis (IPA) examined teacher resilience through analysis of the lived experiences of 10 teachers in a high achieving school (HAS). Four group experiential themes emerged:
Resilience results from meaningful work and finding the balance.
Leadership is a source of support more than a source of stress.
High expectations and an overwhelming workload both support and challenge resilience.
Colleagues are both a great support and a stressor.
These themes are validated by resilience research in other contexts, and emphasize the need for caring, trusting professional relationships, high expectations, clear communication, and teacher agency as part of positive organizational structures.

Author

• Martha Pond, Bedford School District