The problem addressed by this research is the need for protective factors to support
teacher resilience. Organizations that fail to develop employee resilience risk failing
to enjoy the positive outcomes associated with it. Research-based methods to improve
resilience may benefit organizations, including school districts. The purpose of this
study was to examine the relationship between employee development provided by a school
district and the resilience of its high school teachers in the post-Covid-19, in-person
workplace. Conservation of Resources theory served as the framework to guide the research.
Study participants completed a questionnaire with Likert-style response options, with
items to assess the perceived employee development opportunities from their employee
and their employee resilience. Data analysis used a Spearman’s correlation to produce
statistical results regarding the relationship between employee development and employee
resilience. In conclusion, the null hypothesis was able to be rejected. Employee development
and employee resilience showed a weak, positive correlation that was significant,
rs(223) = .29, p <.001. In addition, multiple linear regression analysis produced
a model that could be used to predict 15.1% of variance in the outcome variable, employee
resilience, R2 = .15, F(7,217) = 5.5, p<.001. Two of the seven employee development
factors emerged from the multiple regression analysis as significant predictors of
employee resilience, and both were positive. Those factors were meeting employee requests
for internal job transfers, β =.14, p = .033, and instilling confidence regarding
training and development for new tasks, β = .25, p = .009.
