Religious Teachers’ Perspectives on Resilience, Student Well-being, and Learning Five Years After the Pandemic

• In Event: Spiritual explorations in the 21st century

Abstract

This qualitative study of 21 religious public school teachers investigated teachers’ perspectives of resilience, student well-being, and learning since the pandemic. Participants included K-12 teachers from 13 states and across career phases. Findings indicated that across career phases, teachers expressed generally positive perspectives and drew on their spirituality to enable commitment, provide meaning, and draw significance from their work. Highlighted were potential threats to teacher resilience and issues negatively impacting student well-being and learning. Though religious teachers appeared resilient, greater support and resources are needed to address student well-being. This study provides contextualization for teachers’ spirituality as a dimension in resilience, adding to the research.

Authors

• Lorelei R. Coddington, Biola University

• Candace Jewell, Biola University