A multiple case study: the effect of professional development on teachers’ perceived ability to foster resilience

Over the past four decades, researchers have been focusing on the question – why do some people thrive in the face of adversity while others struggle? Research has substantiated students’ needs to feel valued and successful (Garmezy, Masten & Coatsworth, 1998; Masten & Tellegen, 1984; Park, Crocker & Kiefer, 2007; Vanderbilt-Adriance & Shaw, 2008) Educational institutions can play an important role in fostering resilience (Benard, 1998; Garmezy, 1991; Werner, 1996). Yet, some students still graduate from schools without reaching a satisfying level of success. Are teachers doing enough to promote the resilient spirit of students? To respond to this question, it is important to evaluate the development of educators’ understandings and perceptions of resilience. The purpose of this mixed methods study was to determine the effect of professional development on teachers’ perceptions of their ability to foster resilience. Secondary questions investigated the effects of school level (elementary grades and middle school) and socioeconomic status.An exploratory multi-site case study was designed to compare the perceptions of educators from two elementary schools and one middle school from two separate school districts, one district that had presented professional development in resilience and one that had not. Thirty-six educators were asked to complete an electronic questionnaire, and twelve teachers participated in individual interviews. Additionally, a focus group interview was held in each school district. Three themes emerged from the findings: (a) understanding resilience, (b) understanding the role of the teacher and (c) understanding school environments. Narratives were presented for each of the six cases, combining quantitative and qualitative data. Analysis of data did show differences in teachers’ perceptions between school levels but did not reflect a significant difference between school districts or between school environments of different socioeconomic status. The concept of fostering resilience proved to be an abstract idea accompanied by misunderstandings and embedded in unique school environments. Interpretation of the results focused on cross-case interpretations, resilience in nested systems and overcoming translational gaps.The first conclusion of the study highlighted the need for professional development in resilience to extend longer than one school year. Secondly, the study showed a need to reach deep levels of understanding. Finally, the interactions of multiple systems in each unique school environment must be considered in planning professional development in fostering resilience. Three recommendations are proposed from these conclusions. The data from the study support the critical need for professional development in resilience, with attention to the level of understanding needed to facilitate translational practices. Professional development for fostering resilience should be designed to draw on the strengths of the school and the surrounding community to meet the needs of the students. Lastly, ongoing and multi-faceted evaluations are needed to refine training for most effective results. The results of this study show the need for intricate and thoughtful planning when providing effective professional development that translates to daily practice. Training must be inclusive, multi-layered, long-term and targeted to the needs of the school.Ed.D., Educational Leadership and Management -- Drexel University, 201