Resilience Profiles of Teachers: Associations with Psychological Characteristics and Demographic Variables

This study aimed to examine what makes a teacher resilient by investigating the psychological and contextual characteristics that distinguish more resilient educators from their peers. Specifically, it explored the relationships of psychological resilience with emotional intelligence, meaning in life, burnout, and self-efficacy among primary and secondary school teachers. Drawing on data from two independent but methodologically aligned studies (N = 222 and N = 407, respectively), cluster analyses identified two distinct teacher profiles in each study: high-resilience and lower-resilience. Teachers in the high-resilience group consistently reported higher emotional intelligence (in Study 1), greater self-efficacy, and lower levels of burnout (in Study 2). Interestingly, while the presence of meaning in life did not differ significantly between groups, high-resilience teachers were more actively engaged in the search for meaning (in Study 1). Analyses of teachers’ demographics revealed modest associations between resilience and gender or marital status, with women and partnered individuals more frequently represented in the high-resilience profile. No significant differences were observed concerning age, experience, or educational background. These findings support theoretical models that conceptualize resilience as a dynamic, multidimensional construct shaped by emotional, motivational, and social resources rather than fixed demographic traits. Implications for teacher training, institutional policy, and future resilience research are discussed.