The impact of resilience on role stressors and burnout in elementary and secondary teachers K. Andrew R. Richards 1 • Chantal Levesque-Bristol 2 • Thomas J. Templin 3 • Kim C. Graber 4 Received: 11 October 2015 / Accepted: 13 May 2016 Ó Springer Science+Business Media Dordrecht 2016 Abstract The role of a teacher is becoming increasingly complex, and it is more important than ever that teachers develop resilience to overcome stress and burnout. A conceptual framework to explain the ability of resilience to decrease role stress and burnout was developed and tested. Participants included 415 teachers (174 elementary, 241 secondary) who taught in three adjacent school districts in the Midwest of the United States. Data were collected through a cross-sectional survey that included measures of resilience, role stressors, and burnout. Structural equation modeling was used to test the conceptual framework, and invariance analysis examined the equivalence of relationships across elementary and secondary teacher groups. Results generally supported the conceptual framework, and commonly experienced pathways were found to be invariant across groups. This study emphasizes the importance of resilience in helping to reduce perceived teacher stress and feelings of burnout. & K. Andrew R. Richards karichards2@ua.edu Chantal Levesque-Bristol cbristol@purdue.edu Thomas J. Templin ttemplin@umich.edu Kim C. Graber kgraber@illinois.edu 1 Department of Kinesiology, University of Alabama, Moore Hall, Rm. 1010, Box 870312, Tuscaloosa, AL 35487, USA 2 Center for Instructional Excellence, Purdue University, West Lafayette, IN, USA 3 School of Kinesiology, University of Michigan, Ann Arbor, MI, USA 4 Department of Kinesiology and Community Health, University of Illinois, Urbana-Champaign, IL, USA 123 Soc Psychol Educ DOI 10.1007/s11218-016-9346-x