Teachers’ faith, identity processes and resilience: a qualitative approach

Teachers are at risk to suffer from burnout and adverse mental health as a result of work-related stress conflicts. The development teacher resilience depends upon complex interaction between extraneous factors (i.e. administrative social support), and, intrinsic personal values). Although it is known that faith plays crucial in the different contexts emotional exhaustion, illness), remains questionable whether there possible relationship faith. present project addresses this gap knowledge by investigating narrative accounts teachers’ individual experiences with relation their Thematic Analysis two group interviews 16 teachers indicates provided religiously motivated frameworks facilitated interpretation one’s experiences. By resonating basic constituents identity construction meaning, distinctiveness, self-esteem), religious conflicts shielded threat times distress. In conclusion, study’s exploratory results suggest may improve resilience. Future, large-scale studies provide further evidence reconsider role education training important factor teacher-resilience.