Supporting Teacher Resilience: Strategies for School Leaders

As more teachers exit the workforce, school leaders need practical solutions to support teachers and keep them in the profession. This study examined the lived experience of secondary school teachers with perceived organizational support and teacher resilience. Semi-structured interviews were conducted with Ohio public school teachers of grades 6–12 (n = 10). Results indicated that teachers with high resilience experienced more school support than teachers with low teacher resilience. Teachers with high resilience attributed their resilience to school support from leaders and colleagues, being treated as professionals, recognition, teamwork, and adequate resources. Implications for the study include: (a) how schools as organizations can support teacher well-being and resilience through policies, practices, and relationships, (b) inform school leaders on how they can develop organizational practices that foster teacher resilience, and (c) inform teachers on resources to build their resilience in the profession.