Journal of K-12 Educational Research 11 confirm or refute. However, the literature helped design the methodology to include important factors such as self-efficacy and grit in predicting teacher resilience. Based on similar studies, it was predicted that workplace spirituality impacts employee attitudes and behaviors. Chishti et al. (2022) argued that a lack of spiritual values contributes to lower honesty rates in business students than their humanities counterparts, suggesting that integrating spirituality into business education could lead to more meaningful work and ethical leadership. The open-ended responses confirmed that a teacher’s spirituality fosters integrity, which helped them model admirable work ethic and character to students and colleagues. Low (2023) redefined spirituality in education, emphasizing practical applications such as mindfulness, and highlighted how educators use spirituality to navigate challenges and enhance their teaching practices. Teachers’ responses also confirmed that prayer and spiritual reflection helped Christian teachers endure difficult situations and people. Furthermore, teachers could value students, teach with kindness and patience, and even promote grit in students as a result of faith integration. Conclusion The researcher suggests utilizing the current study findings to improve teacher resilience and address the evolving demands of the teaching profession. Findings regarding the integration of faith and work—supportive structures, limiting factors, and benefits—can be used to further understand today’s teachers and schools, reasons for burnout, teacher mobility and retention, and teachers’ motivation and goals. Effective leadership that fosters a caring school culture, promotes shared responsibility, and encourages collaboration is crucial in supporting teachers and improving their professional satisfaction (Conzemius & O’Neill, 2001; Krieg et al., 2014). The researcher believes there is a great need for supportive working conditions, specifically faith integration, through which leadership can mitigate the negative impacts of post-pandemic teaching. Intentional leadership that values social-emotional competence and workplace spirituality will create a supportive environment where teachers and students thrive. References Ascione, L. (2024, February 13). An alarming number of educators are jumping ship. eSchool News. https://www.eschoolnews.com sel/2024/02/27/survey-educator-burnout-stress/ Behr, D., Meitinger, K., Braun, M., & Kaczmirek, L. (2017). Web probing–implementing probing techniques from cognitive interviewing in web surveys with the goal to assess the validity of survey questions Version 1.0). (GESIS Survey Guidelines). Mannheim: GESIS–Leibniz-Institut für Sozialwissenschaften. https://doi.org/10.15465/gesissg_en_023 Bhindi, N., & Duignan, P. (1997). Leadership for a new century: Authenticity, intentionality, spirituality and sensibility. Educational Management & Administration, 25(2), 117–132. Chishti, M. F., Sultan, S., Ahmed, A., & Haq, I. (2022 Spiritual finance a way forward for sustainable finance: A conceptual approach. Business, Management and Economics Engineering, 20(2), 1308–1327. Conzemius, A., & O’Neill, J. (2001). Building shared responsibility for student learning. ASCD. Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: Perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92(6), 1087. Jaeger, J., Chang, C. L., & Stupnisky, R. (2022). How does counseling psychology faculty members’ grit relate to their emotions and success in teaching and research? Innovative Higher Education, 47(5), 775–792. Kinjerski, V. (2013). The spirit at work scale: Developing and validating a measure of individual spirituality at work. Handbook of Faith and Spirituality in the Workplace: Emerging Research and Practice, 383–402. Klein, A. (2021). 1,500 decisions a day—at least: How teachers cope with a dizzying array of questions. Education Week. https://www.edweek.org/teaching learning/1-500-decisions-a-day-at-least-how-teachers cope-with-a-dizzying-array-of-questions/2021/12 Krieg, S., Smith, K. A., & Davis, K. (2014). Exploring the dance of early childhood educational leadership. Australasian Journal of Early Childhood, 39(1), 73–80. Low, R. Y. S. (2023). Teachers taking spiritual turns: A
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