Post-Pandemic Teacher Resilience: Mixed Methods Research Examining Teacher Resilience Beyond the Pandemic

COVID-19 has significantly affected K-12 educators, leading to increased job demands and reduced professional commitment, well-being, and health. School leaders continue to face concerns about teacher burnout and attrition in the post-pandemic period. In response, researchers have argued that strengthening resilience may support teachers. This research examines the post-pandemic resilience of K-12 Christian teachers in Alberta, Canada. Wagnild’s RS25 and the Resilience Supporting Questionnaires generated quantitative data (N = 71), which were examined through descriptive statistics and Pearson correlations, with subsequent in-person, semi-structured interviews (N = 6), which provided qualitative evidence about teacher behaviors associated with resilience. Notably, the study identifies highly correlated behaviors and resilient teachers. For instance, teachers who demonstrate resilience consistently use their time and skills to support and encourage others, remain open to learning, and approach their professional responsibilities with seriousness. The results offer valuable insights, providing stakeholders with recommendations to fortify teacher resilience and highlighting how personal choices and administrative decisions impact teacher resilience.