Date of Award

4-2025

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Executive Leadership

First Supervisor

Dr. Diane Reed

Second Supervisor

Dr. Cheryl McGruder-Holloway

Abstract

Concerns about teacher attrition, retention, stress, and burnout are persistent and troublesome in educational settings. The purpose of this study was to examine the lived experiences of charter schoolteachers’ resilience and its association with longevity in teaching. This study found that teachers attribute their resilience to personal and professional relationships and supportive leadership, all grounded in their personal core values and commitment to student success. Adjusting teaching methods, utilizing self-care practices, and advocating for needed resources help charter schoolteachers adapt to challenges and maintain a sense of control and self-efficacy. A new model, resilience-informed support and empowerment twice in teaching (RISE 2 IT) offers a framework to build resilience in charter schoolteachers. This model was created based on the resilience-building strategies the participants of this study described. The model consists of four core principles which are the responsibility of both the teacher and administration and policymakers: (a) resilience training and professional development, (b) institutional support and leadership development, (c) social and peer networks, and (d) equity in resources and life-work balance. The aim of this study was to understand diverse charter schoolteachers’ strategies for perseverance and resilience and offer a contribution that facilitates teacher support, retention, and resilience in understudied educational environments.

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