Journal of K-12 Educational Research 7 recognizing the similarities and differences between public and private schools, leaders can understand workplace conditions such as compensation and merit pay, which may motivate teachers to stay in a particular school (Pham et al., 2021). Furthermore, the self-concordant goals framework defined by Sheldon and Elliot (1999) helped leaders understand different sources of individual’s motivation. Grit was highlighted as an essential concept for investigation among teachers because it cultivates enjoyment and success instead of anxiety (Jaeger et al., 2022), as well as pride, relief, and satisfaction instead of frustration, boredom, and disappointment (Stupnisky et al., 2016). Self-efficacy was also proven to be a vital factor attributing to student motivation and achievement (Mojavezi & Tamiz, 2012) and mitigating negative feelings of burnout and demoralization (Skaalvik & Skaalvik, 2010). In addition, self-management education was suggested as a critical enabler that can help teachers reach learning or life goals and develop professional skills and habits required for the ever-evolving teaching job (Transforming Education, 2020). Finally, similar studies on workplace spirituality helped the researcher determine assumptions that can be made based on previous findings and the specific methodology the current study utilized to yield relevant results regarding Christian teachers’ integration of faith and work. Empowering teachers not only involves delegation and recognition of important work but also training them to become socially and emotionally competent individuals. Intentional efforts to build socialemotional awareness and healthy relationships at work can reduce burnout and increase efficacies (Zakrzewski, 2013), an essential first step to achieving teacher resilience. A culture of excellence based on shared responsibility for student success will fuel teachers and leaders to exercise authentic (Bhindi & Duignan, 1997) and participative (Yukl, 2013) leadership that binds the community together. Research Design The current study aimed to examine the relationship between workplace spirituality, teacher efficacy, job placement, and grit among Christian educators and investigate the process of incorporating faith in post-pandemic, religious, and secular classrooms. To create an in-depth understanding of teachers’ motivation to persevere, a mixed-method, convergent parallel design was utilized. The first four research questions were addressed using a multiple regression analysis, and the last research question was addressed using a set of open-ended questions. Research Question 1 (RQ1) Does workplace spirituality predict grit in Christian teachers? Research Question 2 (RQ2) Does teacher efficacy predict grit in Christian teachers? Research Question 3 (RQ3) Does job placement in religious or secular schools predict grit in Christian teachers? Research Question 4 (RQ4) Taken together, do workplace spirituality, teacher efficacy, and job placement predict Christian teachers’ grit? Research Question 5 (RQ5) What are Christian teachers’ perceptions regarding incorporating faith at work? The researcher utilized Kinjerski’s (2013) model to guide the examination of teachers’ spirituality in the workplace. With the Spirit At Work Scale (SAWS), Kinjerski (2013) defined and measured four aspects of an individual’s workplace spirituality: • Engaging Work (EW): Profound feelings of wellbeing, a belief that one is in meaningful work with a higher purpose, and an awareness of alignment between one’s values and beliefs. • Mystical Experience (ME): A positive state of energy or vitality, a sense of perfection, transcendence, and experiences of joy and bliss. • Spiritual Connection (SpC): A connection to something larger than self. • Sense of Community (SoC): Feelings of connectedness to others and common purpose. The researcher was particularly intrigued by the potential association between the quantitative aspects of workplace spirituality and teachers’ perceptions of integration of faith and work, which was reflected in the open-ended
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