Assessing teacher resilience and its protective factors: A systematic review

Teacher resilience (TR) has become a prominent research construct globally owing to the necessity to reduce teacher attrition, improve teacher effectiveness, and enhance student academic achievement. However, a comprehensive synthesis of how TR is defined, assessed, and supported remains limited. This systematic review aimed to examine how TR is conceptualized and defined, identify the instruments used to assess TR, explore the validated dimensions of TR, and determine the key protective factors contributing to TR among in-service elementary and secondary school teachers. A systematic literature search was conducted in Scopus and Web of Science for empirical studies published in English between 2010 and 2022. Eligibility screening and data extraction were performed independently by two reviewers. A narrative synthesis approach was used to analyze and organize the findings. Out of 1805 identified records, 52 studies met the inclusion criteria. Quantitative methods dominated, though qualitative or mixed-method approaches were also employed. TR was predominantly conceptualized as a multidimensional construct, with 25 validated dimensions clustered into five themes: personal competence and coping style, psychological and emotional resilience, professional competence and motivation, social support and interactions, and adaptability and adjustment. Protective factors influencing TR were grouped into individual factors (e.g., personal traits, coping strategies) and contextual factors (e.g., collegial support, school culture and administrative support). TR is a complex, multidimensional construct shaped by both personal and environmental factors. The findings provide a foundation for future research, policies, and practical interventions aimed at promoting teacher well-being, resilience, and long-term retention in the profession.