Abstract
The aftermath of COVID-19 continues to significantly affect K-12 educators, resulting in heightened workloads and diminished commitment, well-being, and health. School leaders are still grappling with persistent concerns regarding post-pandemic teacher burnout and attrition. To address these challenges, some researchers advocate fostering resilience to help teachers. This paper delves into the post-pandemic resilience of K-12 teachers in Alberta, Canada. Using an explanatory sequential mixed-method research design, Wagnild’s Resilience Survey and Resilience Supporting Questionnaires yielded quantitative data (N=71) for descriptive statistical analysis, followed by in-person semi-structured interviews (N=6), providing qualitative insights into correlated teacher behaviors. For example, resilient teachers regularly use their time and skills to help and encourage others, learn new things, and take their responsibilities seriously. Findings revealed that highly resilient teachers emphasized maintaining balance, engaging meaningfully with others, and taking personal responsibility, suggesting that resilience emerged from coping strategies and purpose-driven behaviors. This study concludes that resilience is a multifaceted process, and fostering it requires coordinated efforts between individual practices and systemic administrative support. The results offer insights and recommendations to guide administrative decisions that strengthen personal and programmatic support, encouraging behavior that fortifies resilience and increases teacher commitment and well-being.
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