The Role of Self-Celebration in Teacher Resilience

Abstract

This qualitative case study explores the story of celebration for kindergarten teachers at a suburban elementary school in northern New England. This study explored the reality of self-celebration in kindergarten teachers' current practices during staff meetings, planning meetings, response to intervention (RTI) meetings, with their colleagues, and at other times. This research found that teachers believe in their ability to teach (self-efficacy) when a teacher can notice and reflect on when things go well in their teaching (celebration) and they have a strong collaborative team that values each members’ different teaching style where they can give and get support and feedback (collaborative culture) because the team has a culture of mistake making (growth mindset).