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Abstract
There often exists an immense disparity between the idealized goals of classroom teachers and the unrealized successes of these ambitious educators. Strategies have been devised and programs have been implemented to enable teachers to be successful; however, these practices often lack the empowerment to sustain teachers through the arduous tasks and demands of being an educator. Teacher education programs, professional development, and teacher curriculum are oftentimes not designed to equip teachers to overcome adversity and discouragement, let alone thrive in the teaching profession. The question is, then, “Why do some teachers persevere through adversity, even achieving great levels of satisfaction and effectiveness in the profession?” The research on teacher effectiveness has largely examined the techniques and strategies that equip teachers to be effective, but there is very little research that has investigated the impact of teacher spirituality upon teachers’ beliefs regarding their own efficacy (teacher self-efficacy).