Giving Power to the Positive: Using Appreciative Inquiry to Analyze Educator Resilience for Retention

This qualitative case study explores the challenges and opportunities in providing all students with equitable and superior education by retaining high-quality educators in rural North Carolina school districts. This study explores how veteran educators may use appreciative inquiry to reflect on their ability to lead and serve as professional educators who have elected to remain in the profession amid many challenges and the COVID-19 pandemic. Additionally, this research investigates how educators navigate their personal and professional growth to develop as resilient educators who avoid professional burnout. The study’s participants are all employed within one rural and small public school district, serving as teachers, instructional coaches/lead teachers, and administrators. The study’s participants have a minimum of five years of experience and a maximum of 48 years; for the purpose of this study, all are considered veteran educators. Educator retention is critical in addressing the current teacher shortage, directly impacting learner outcomes.<p></p>