This qualitative hermeneutic phenomenological study explored the feelings, perceptions, and lived experiences with teacher burnout and resilience for 13 Black secondary teachers in ICPS, an inner city district in the metropolitan Washington, DC area. Three themes, each with a set of subthemes, emerged from the study: (a) Professional development can either contribute to burnout or foster resilience; (b) Decisions in education are not made with the best interests of the most important stakeholders, the students, in mind; and (c) teachers build and nurture resilience on their own by building and nurturing certain relationships. Implications for educational leaders and policy makers are included. The study’s recommendations for action comprise a comprehensive professional development program, inclusion of teachers in all aspects of policy and program development processes, and the creation of school work environments conducive to the establishment and sustainment of important relationships. Recommendations for future research are discussed.
|School:||University of Phoenix|
|School Location:||United States -- Arizona|
|Source:||DAI-A 76/04(E), Dissertation Abstracts International|
|Keywords:||Black teachers, Resilience, Teacher burnout, Urban school districts|
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