Resilience: A mediator between teachers’ personal resources, contextual resources and positive outcomes of well-being and commitment

• This study contributes to filling a gap in the quantitative exploration of these relationships within a single framework. • This study delves deeper into the mediating mechanism of resilience in these relationships. • The findings not only advance the theoretical foundations of teacher resilience, but also have practical implications for the development of targeted resilience programs. Teacher resilience is influenced by various factors, encompassing personal resources such as self-efficacy and motivation, and contextual resources such as family, school, and friends. Where it exists, this resilience generates positive outcomes, including improved well-being and commitment. However, limited quantitative research has been conducted to examine the relationship between these elements within a single framework, especially regarding the mediating effect of resilience between its contributing resources and beneficial outcomes. Nevertheless, these relationships are essential in any attempt to improve teacher resilience and cope with the growing challenges of today's education. The study reported here was based on a cross-sectional survey and used a combination of online and offline questionnaires. Five hundred twenty-one participants (276 females, aged between 22 and 63) evaluated their own personal (self-efficacy, motivation) and contextual (family, school, friends) resources, resilience, and beneficial outcomes of well-being and commitment. The results show a significant correlation between both personal and contextual factors and resilience, as well as beneficial outcomes of well-being and commitment, and between resilience and these beneficial results. Moreover, teacher resilience mediated the relationship between personal and contextual factors and positive outcomes. This study was the first statistical attempt to test these relationships within a single framework.