A Story of Resilience: For Two Oklahoma Novice Educators, This is What it Sounds Like

Abstract

Teacher shortages across the United States have created challenges for public education systems, particularly in Oklahoma. This study sought to understand the experiences of novice Oklahoma mathematics teachers and the factors that influenced both their satisfaction within the profession and the development of their teacher resilience. Additionally, the study explored how these factors and teachers’ individual resilience shaped their decisions to remain in the profession. This qualitative case study involved two novice middle school mathematics teachers who completed their education degrees through the same teacher preparation program. Data were collected over the course of one academic year through a series of virtual interviews. Findings revealed that key cultivating experiences contributing to teacher support included a sense of community, instructional support, and administrative support. Conversely, barriers to support included a lack of follow-through on collective commitments and unclear communication from administrators. The study suggests that teachers who are provided opportunities to engage in cultivating experiences develop resilience reserves that can be drawn upon during periods of professional stress caused by these barriers. However, this claim warrants further research to strengthen its validity. To enhance teacher resilience and, in turn, improve novice teacher satisfaction and retention in Oklahoma, the following recommendations are offered: ensure clear and consistent administrative communication, provide structured opportunities for teachers to build both personal and professional community, maintain collective commitments among staff, and invest in cultivating experiences that empower teachers to sustain their impact on students.