Teachers Take Charge of Their Resilience Through Self-Study

Abstract

This research arises from serious concerns surrounding teaching sustainability, given the everyday challenges teachers face as they learn and thrive. Internationally, teacher recruitment and retention are in crisis. COVID-19 has added to previous workloads resulting in many teachers describing their teaching experience as detrimental to their commitment, well-being, and health. This paper examines one teacher’s professional development efforts to promote her resilience via self-study research methodology. The findings suggest that an intentional focus on developing resilience through self-study positively impacted teaching practices. As a result, the authors suggest that teachers take charge of their resilience by conducting their own self-study.