Purpose This study aims to investigate the direct and indirect effects of teacher resilience, conflict-management skills and teachers’ innovativeness on pedagogical competence. Design/methodology/approach This study used a quantitative approach. The target population comprised 4,625 elementary and junior high school teachers in West Manggarai Regency, Indonesia; 1,188 valid teacher responses were retained for the final analysis. Instrument validation and reliability were verified through exploratory factor analysis using the principal axis factoring method. The data were found suitable for factor analysis. Data were analysed using path analysis. Findings The average score for teachers’ pedagogical competence was 81.84 (on a scale of 100). However, 53.03% of the teachers scored below average. Hypothesis testing revealed that (1) teacher resilience had a direct effect on pedagogical competence (β=0.194); (2) conflict management skills had a direct effect on teacher pedagogical competence (β=0.203); (3) teacher’s innovativeness had a direct effect on teacher pedagogical competence (β=0.510); (4) teacher resilience had an effect on pedagogical competence through teacher innovativeness (β=0.327) and (5) an indirect effect of conflict management skills on pedagogical competence through teacher innovativeness (β=0.343). Practical implications Pedagogical competence extends beyond technical skills and is linked to personality traits. As technological advancements increasingly replace pedagogical skills, the development of well-being and mindfulness remains irreplaceable. Originality/value Studies on teachers’ pedagogical competence primarily relate to technical abilities, overlooking psychological factors. This study advocates teacher preparation that integrates personality development with pedagogical training.

The growing pace of disruptions in the world such as pandemics, climate changes, technological changes and socio-political uncertainties has highlighted the importance of pedagogical resilience in educational systems. The present paper discusses the notion of pedagogical resilience as the ability of educators to modify, be creative, and maintain valuable learning experiences in times of crisis and swift development. Going beyond emergency responses, the study frames resilience as a multidimensional construct and includes: professional competence, emotional regulation, digital preparedness, collaborative networks, and reflective practice. Based on the modern studies on teacher training, educator crisis management, and educational technologies, the paper discusses how the pre-service and in-service training programs can integrate the resilience based frameworks into curriculum design and teacher development programs. Specific focus is paid to adaptive instructional interventions, trauma-informed education, the integration of blended learning, and the leadership support processes that enhance the capacity of teachers to effectively make responses to uncertainty. The discussion shows that the institutional culture, flexibility of policies, and involvement of the community can contribute to sustainable resilience, in contrast to temporary coping strategies. Results indicate that resilient teachers are characterized by increased instructional continuity, student engagement and professional well-being in case of disruption. The paper suggests a systematic model of resilience-building that combines an approach to scenario-based training, building digital competency, peer mentoring, and continuous reflective assessment. This study can be used in the continued debate on teacher preparedness in unstable education settings by repositioning resilience as a competency instead of a reactionary skill. The study highlights that the development of pedagogical resilience is critical to the survival of crisis as well as long-term change and innovation in the teaching practice.

Leadership behavior and career resilience in Chinese preschool teachers: A sequential mediation model of trust and professional identity

As Education for environmental resilience increasingly adopts Game-based learning (GBL) to address climate challenges, a critical ambiguity remains regarding how learning outcomes are structured. While games effectively enhance learner engagement, it is unclear whether this affective participation translates into the higher-order competency of sustainable climate resilience. To address this, this study followed PRISMA guidelines to conduct a systematic literature review (SLR) of 175 studies published between 2015 and 2025. We adopted a hierarchical taxonomy to code outcomes, distinguishing between affective precursors (empathy), cognitive foundations (systems thinking), and the ultimate goal of resilience (adaptive action competence). The macro-analysis indicated that although the complexity of game simulations has risen, evaluations often remain arrested at the motivational level due to a disjunction between game affordances and instructional support. Multi-level coding further reveals that specific mechanisms, such as dynamic perturbation, spatio-temporal feedback, and resource trade-offs, provide the structural scaffolding necessary to elevate learning from shallow empathy to cognitive resilience. Based on these findings, we propose the Game–Teacher–Resilience (GTR) Framework, arguing that transformative education requires coupling specific mechanics with pedagogical intervention to bridge the gap between engagement and resilience.

The article considers the relevance of the formation of emotional resilience of future teachers of music in conditions of social crises, war and post-traumatic challenges. The European experience of music education as a tool of psycho-emotional support, adaptation and self-healing is analyzed. Methodological approaches that contribute to the development of internal endurance, the ability to self-regulation and professional effectiveness are identified. The feasibility of integrating European educational practices into the domestic system of training teachers of the artistic direction is substantiated. The article presents the structure of emotional resilience of music teachers in the context of European educational experience, which is based on cognitive, emotional, volitional and socio-communicative components. Based on typical empirical studies, a quantitative analysis of the level of psycho-emotional resilience of teachers in the countries of the European Union (EU) is carried out. It has been proven that high rates of emotional resilience in Finland, Sweden and Germany are due to the systematic implementation of emotional intelligence training, self-regulation programs and inclusive learning models. In these countries, emotional culture is an important component of a teacher's professional competence. In contrast, in the countries of Central and Southern Europe, academic orientation without proper psychological support prevails, which causes a moderate level of emotional resilience. That is why emotional resilience is a fundamental factor in the professional effectiveness of music teachers and an indicator of the quality of the educational environment, and European experience demonstrates a transition to a personal and developmental paradigm focused on mental health and inner harmony.

ABSTRACT The Merdeka Curriculum represents a major shift in Indonesia’s early childhood education system by positioning teachers as autonomous curriculum agents responsible for strengthening foundational literacy, numeracy, and socio-emotional development. Its implementation in remote border areas of East Nusa Tenggara, particularly on Timor Island bordering Timor-Leste, is constrained by limited infrastructure, insufficient training, and weak institutional support. This study explores the lived experiences of 15 early childhood educators working in underdeveloped, frontier, and outermost regions, most of whom are non-permanent teachers with limited formal qualifications. Using a qualitative phenomenological design with Interpretative Phenomenological Analysis, the findings show that teacher resilience is sustained through intrinsic motivation, spiritual-moral commitment, community support, and culturally embedded coping strategies. In this marginal context, resilience emerges as a socially grounded process rooted in vocation, faith, and collective responsibility. The study conceptualizes resilience as a context-sensitive resource enabling curriculum reform under structural deprivation in remote early childhood settings.

ABSTRACT Purpose This study adopted a quantitative research design involving 208 language teachers of Chinese as a second language (CSL) to explore the associations among emotion regulation strategies, teaching enjoyment, teacher resilience, and work-related outcomes. Design/methodology/approach To narrow this gap, self-report questionnaires were developed and voluntarily completed by university language teachers in China. Structural equation modeling (SEM) was employed to analyze the collected data. Findings The results of structural equation modeling revealed that reappraisal strategy was positively correlated with teaching enjoyment and resilience while suppression demonstrated negative impacts. Moreover, as language teachers chose to adopt reappraisal strategy, they were more likely to experience greater teaching enjoyment and contributed to a higher level of resilience in challenging conditions, which in turn enhanced their commitment and engagement. Conversely, the use of maladaptive strategies, such as expressive suppression, undermined teachers’ teaching enjoyment and negatively impacted teacher resilience, leading to reduced work engagement and higher turnover intention. Originality/value This study extends emotion research in language education by underscoring teachers’ emotion regulation in cross-cultural classrooms. Additionally, the findings provide valuable insights for designing targeted interventions and teacher programs aimed at fostering emotion regulation and work engagement.

Job stress remains a pervasive occupational threat, particularly withing the teaching profession, where female teachers in Nigeria’s post basic schools face compounded pressures from excessive workloads, inadequate resources, administrative demands and family responsibilities. This research investigated the effects of Behaviour Activation Counselling Technique on job stress among female teachers in post basic schools in Kano Municipal Zonal Education Directorate. The main objective of the study is to assess the effects of both Behaviour Activation Counselling Technique on social, emotional and time management dimensions of job stress. Three research questions with corresponding null hypotheses were raised and tested. It was a pre-test post-tests design in form of quasi-experimental design. Population of the study consist of one hundred and nine (109) female teachers identified with job stress. After the identification, one school with highest number of identified female teachers with job stress symptoms was selected, making a sample of 15 female teachers. Two data collection instruments were used for the study; Validated Job Stress Checklist which was used for identification with a reliability index of 0.813, indicating a high degree of stability and making the Job Stress Checklist (JSC) a suitable tool for research in the study area. The second instrument was validated Job Stress Questionnaire (JSQ) and its reliability of 0.807 was obtained. Parametric statistics specifically paired sample t-test and t-test for independent samples were used in arriving at conclusions. Paired sample t-test was used to compare the pre-test and post-test results. The hypotheses of the study were tested at 0.05 level of significance. The study contributes empirical evidence to job stress management literature and offers practical implications for counsellors, researchers, educational administrators, and policy-makers in designing evidence -based programmes to enhance teacher resilience, job satisfaction and educational quality. findings of the study indicate a significant effect of Behaviour Activation Counselling Technique on social, emotional and time management dimensions of Job Stress among Female Teachers in Post Basic Schools in Kano Municipal Zonal Education Directorate. The study recommends the use of Behaviour Activation counselling techniques in addressing job stress of female teachers.

Abstract Background With the development of international Chinese education and the increasingly prominent global mental health issues, the psychological problems faced by the international Chinese teacher community have received widespread attention. This profession combines cross-cultural adaptation, high emotional labor, occupational isolation, and multiple role expectations, creating a unique high-pressure environment. As a complex disease that combines manic and depressive episodes, early identification and intervention of bipolar disorder are crucial. Psychological resilience, as a core ability for individuals to actively adapt and maintain mental health in the face of significant pressure, has become the key to coping with this risk. Therefore, the study delved into the internal structure and external influencing factors of the psychological resilience of international Chinese language teachers under the risk of bipolar disorder, and constructed a targeted psychological resilience training model aimed at improving the psychological health level and professional sustainable development ability of this group. Methods This study used a mixed research method and purposive sampling to select 150 international Chinese language teachers who teach in different countries and have been screened by professional scales to show subclinical symptoms or high-risk factors of bipolar disorder as the research subjects. The research methods include: (1) In depth interviews: conducting semi-structured interviews to gain a deeper understanding of teachers' sources of stress, emotional fluctuations, coping strategies, and perceptions of their own psychological states during overseas teaching. (2) Questionnaire survey: A cross-sectional survey was conducted on 150 international Chinese teachers using the Connor Davidson Resilience Scale, Social Support Rating Scale, Occupational Stress Scale, and Bipolar Spectrum Diagnostic Scale to quantitatively analyze the correlation between psychological resilience, social support, occupational stress, and bipolar risk. (3) Case analysis: Conduct a 6-month follow-up study on 5 teachers with typical emotional fluctuations. All interview data were encoded and extracted using thematic analysis, and quantitative data were analyzed using SPSS software for descriptive statistics, correlation analysis, and regression analysis. Results Correlation analysis shows that the total occupational stress score of international Chinese teachers is significantly positively correlated with the risk score of bipolar disorder (r = 0.48, p<.01), and cross-cultural adaptation difficulty is also significantly positively correlated with the risk score (r = 0.52, p<.01). In contrast, the total score of psychological resilience was significantly negatively correlated with the bipolar risk score (r = -0.61, p<.01), which preliminarily confirms that psychological resilience is a key protective factor. Regression analysis shows that social support (β = 0.35, p<.001) and emotional regulation ability (β = 0.32, p<.001) are the strongest variables for predicting psychological resilience. This means that enhancing social support and emotional regulation abilities can most effectively strengthen teachers' psychological resilience. Discussion The research results indicate that cultivating high-level psychological resilience is an effective way to alleviate the risk of bipolar disorder and promote the mental health of international Chinese language teachers. Future research will focus on conducting empirical intervention studies on this cultivation model, testing its long-term effects, and further exploring the applicability and adjustment strategies of the model in different cultural contexts. Funding No. L22BYY006.

Aim: The study aimed to explore the administrative and pedagogical challenges encountered by secondary school principals during the Anglophone armed conflict and to examine the coping strategies they employed to address these challenges. Methods: Using an exploratory convergent parallel nixed-method design, the study collected data simultaneously from 480 participants in conflict-affected secondary schools in the North West and South West region of Cameroon. semi-structured interviews were conducted with 10 purposively selected principals, vice principals, senior discipline masters and teachers and structured questionnaires administered to vice-principals, senior discipline masters (SDMs), and teachers. Purposive and snowball sampling ensured inclusion of participants with relevant experience in conflict-affected schools. Quantitative data were analyzed using descriptive statistics (means, standard deviations, frequencies, and percentages). Results: Descriptive statistics showed that principals moderately employed administrative coping strategies to perform administrative functions, including adaptive leadership, prioritizing safety & security over academics, and communication via alternative channels, achieved moderate effectiveness (M = 2.55, SD = 0.711). In contrast, coping strategies in the pedagogical domain covering emergency-responsive capacity building, adaptive instructional monitoring was more constrained (M = 2.36, SD = 0.718), reflecting disruptions caused by insecurity, school closures, and displacement. Thematic analysis of interviews showed principals’ reliance on improvisation, resilience, and reliance on strengthened school-community solidarity networks to sustain teaching and learning under extreme uncertainty. Conclusion: Principal’s leadership during conflict prioritized survival and flexibility over formal management processes, while enabling continuity, limited overall school effectiveness. Recommendation: The study recommends contextualized teacher resilience training, enhanced institutional support, and crisis-responsive leadership policies to strengthen school administration and instructional leadership in conflict-affected settings.

Teachers’ well-being continues to attract global attention due to rising workload demands and emotional exhaustion in educational settings. In secondary education, stress and burnout remain critical issues that impact both teaching quality and teacher retention. This study explored gender differences in how workload demands and motivation influence teachers’ stress and burnout, using a multigroup structural equation modelling (SEM) approach based on the Job Demands–Resources (JD–R) model, Self-Determination Theory (SDT), and the Transactional Model of Stress and Coping. Data were collected from 353 Nigerian secondary school science, mathematics, and technology teachers using validated questionnaires measuring workload demands, motivation, attitudes toward work, stress, and burnout. Results indicated that workload demands significantly predict stress and burnout across genders, with a stronger relationship among female teachers. Motivation positively affected attitudes towards work but showed mixed effects on stress and burnout depending on gender. Additionally, attitude towards work predicts stress and burnout, while stress also strongly predict burnout in both groups. These findings suggest that burnout is driven by both demands and motivation, with gender moderating teachers’ responses to occupational pressures. The study concludes that interventions aimed at improving teacher well-being must be gender-sensitive, focusing on reducing excessive workload, fostering intrinsic motivation, and strengthening professional support networks. These insights offer valuable guidance for policymakers and educational administrators seeking to enhance teacher resilience and performance through targeted professional development initiatives.

This study seeks to identify principals’ leadership typologies and explore whether and to what extent these profiles were linked with teacher resilience and well-being. Employing a data set of 1,831 teachers in 120 elementary and lower secondary schools in Türkiye, we developed and tested a multilevel latent profile mediation model where leadership typologies were treated as independent variables, teacher resilience as mediator, and teacher well-being as outcome variables. The results revealed three distinct leadership profiles at the individual level (limiting, transitioning, and integrating) and two profiles at the school level (transitioned and integrated). We found that integrating teachers and integrated school profiles were associated with a higher level of teacher resilience and well-being. Additionally, our study revealed that both tiers of integrated leadership profiles exhibited an indirect association with teacher well-being, mediated by teacher resilience, particularly when compared to other profile groups. This study extends the global school leadership literature by suggesting that different leadership styles are related and that the link between school leadership and teacher outcomes is strengthened when multiple leadership types are integrated. We provide implications for policy and practice.

This study explores the relationship between special education teachers' resilience and various factors, including gender, income level, professional experience, school administration support, partner compatibility, and student disability levels. The study was undertaken with 329 special education instructors stationed in Istanbul, using a relational survey model. Data were gathered through a personal information form and the Brief Resilience Scale and analyzed using Pearson Correlation and Multiple Linear Regression Analysis. The findings reveal that teachers with lower incomes tend to have lower psychological resilience, while those who receive strong administrative support and have better partner compatibility in the workplace demonstrate higher resilience. Educators engaging with learners exhibiting mild impairments manifest greater tenacity compared to those instructing pupils with moderate to profound disabilities. In contrast, gender and professional experience do not significantly influence psychological resilience. Regression analysis results indicate that the examined variables collectively explain 59 percent of the variance in resilience levels. These findings highlight the importance of enhancing administrative support, fostering collaboration among teachers, and implementing psychological support programs, particularly for educators working with students with severe disabilities. Future studies should incorporate expanded sample sizes and longitudinal research approaches to cultivate a more nuanced comprehension of this subject.

Background/Objectives: Teacher burnout represents a complex cognitive-emotional syndrome characterized by the interplay between mental exhaustion and emotional dysregulation, threatening educational sustainability during crisis periods. This study employed comprehensive behavioral data analysis to investigate burnout syndrome patterns among Greek teachers during the COVID-19 educational crisis, aiming to identify risk factors and resilience patterns through multiple analytical approaches that capture the syndrome’s multidimensional nature. Methods: A cross-sectional study examined primary and secondary school teachers in Western Greece during the autumn of 2021. Stratified random sampling ensured representativeness across school levels, geographic locations, and employment types. Participants completed the Greek-adapted Maslach Burnout Inventory for Educators, which measured emotional exhaustion, depersonalization, and personal accomplishment. Behavioral data analysis integrated traditional statistical methods with advanced pattern recognition techniques, including classification trees for non-linear relationships, association analysis for behavioral patterns, and cluster analysis for profile identification. Results: The majority of teachers experienced high stress with inadequate coping capabilities. Classification analysis achieved high accuracy in predicting burnout severity, identifying emotional exhaustion as the primary predictor. Deputy teachers demonstrated severe cognitive-emotional strain compared to permanent colleagues across all dimensions, with dramatically reduced personal accomplishment and minimal resources. Association analysis revealed that combined low support and high workload more than doubled burnout risk. Three distinct profiles emerged: Resilient teachers, characterized by older age and permanent employment; At-Risk teachers, showing early warning signs; and Burned Out teachers, predominantly young and in precarious employment. Remote teaching, exceeding half of the workload, significantly increased strain. Multiple regression confirmed emotional exhaustion as the dominant syndrome predictor. Conclusions: Behavioral data analysis revealed complex cognitive-emotional patterns constituting burnout syndrome during educational crisis. Employment precarity emerged as the fundamental vulnerability factor, with young deputy teachers facing dramatically higher syndrome probability compared to supported senior permanent teachers. The syndrome manifests through cascading processes where cognitive overload triggers emotional exhaustion, subsequently reducing personal accomplishment. These findings provide an evidence-based framework for early syndrome identification and targeted interventions addressing both cognitive and emotional dimensions of teacher burnout.

Preparing resilient educators: A narrative review on CBT-based workshops for pre-service teachers.

Teacher resilience through the eyes of preservice teachers in Myanmar

This study aims to investigate the determinant role of the principal as a leader in reconstructing a quality culture towards an effective school. Employing a qualitative approach with a multi-case study design, the research was conducted at two sites with distinctive characteristics: MAN 1 Tulungagung (based on religious values) and SMAN 1 Kedungwaru (based on professional-secular standards). Data were collected through in-depth interviews, participant observation, and documentation studies, which were then analyzed using the interactive model by Miles, Huberman, and Saldana. The results reveal a substantive finding in the form of a "Hybrid-Integrative Leadership Model" that synergizes three strategic roles cyclically. First, as a Motivator, the principal builds teacher resilience through distinct approaches: Spiritual-Paternalistic Leadership (worship-value based) in the Madrasah and Instructional-Technocratic Leadership (meritocracy-based) in the public school. Second, as an Innovator, the principal acts as a system architect who institutionalizes change ideas into strategic documents and organizational culture. Third, as an Administrator, the principal serves as a strategic risk manager who dares to make calculated decisions for resource efficiency. The study concludes that school effectiveness does not arise from a single managerial adoption, but from the principal's ability to orchestrate humanist flexibility and systemic firmness adapted to local wisdom.

ABSTRACT While the research on female leadership has been ubiquitous in contemporary educational administration discourse, the preponderance of research has scrutinised personal, social, and cultural barriers to female teachers' leadership, lacking an understanding of school support mechanisms to strengthen their cognitive and emotional strength and support their leadership aspirations. To address this, we examined the relationship between principal–teacher relationships and female teachers' leadership aspirations, considering the mediating roles of teacher resilience and self‐efficacy. We employed structural equation modelling, followed by a regression decision tree analysis, using a sample of 481 teachers in Türkiye. We found that (1) positive principal–teacher relationships are positively associated with teacher resilience, self‐efficacy, and female teachers' leadership aspirations; (2) psychological resilience and self‐efficacy positively relate to female teachers' leadership intentions; (3) teacher resilience and self‐efficacy partially mediate the relationship between principal–teacher interactions and female teachers' aspirations for leadership. We concluded that principal–teacher relationships can support teachers' psychological resilience and self‐efficacy, and motivate female teachers to seek leadership positions.

This study explored the lived experiences of elementary teachers in navigating the transition between face-to-face and modular teaching modalities. Conducted at Florentino Catalan Elementary School, it examined the instructional shifts before, during, and after the COVID-19 pandemic, focusing on challenges faced, technological proficiency, and the pedagogical strategies employed. Six (6) purposively selected teachers participated through in-depth narrative interviews and classroom observations to gather comprehensive insights. Participants also reviewed the transcriptions to ensure data accuracy and credibility of the findings. Data analysis followed a qualitative narrative approach. Findings revealed five emerging themes: (1) Adaptation and Innovation in Teaching Practices; (2) Personalized and Collaborative Learning Approaches; (3) The Evolution and Adaptation of Instructional Tools; (4) Adapting Teaching Strategies to Enhance Student Engagement; and (5) The Importance of Support Systems and Training in Navigating Educational Challenges. The study highlights the teachers’ resilience, creativity, and commitment in overcoming the multifaceted challenges of instructional delivery. An intervention plan is proposed to enhance teacher capacity, resource provision, and student learning engagement for a more adaptive and resilient education system. Keywords: Teaching Transitions, Modular Learning, Technological Proficiency, Instructional Strategies, Teacher Resilience

This study explores teacher self-efficacy in implementing Islamic value-based inclusive education at SDIT Padang Islamic School. The research addresses the critical gap in understanding how teachers' confidence influences their ability to manage diverse learning needs within an Islamic educational framework. Using a qualitative case study approach, data were collected through in-depth interviews with six teachers, participatory classroom observations, and an adapted Teacher Efficacy for Inclusive Practices (TEIP) scale contextualized with Islamic values. Triangulation of data sources revealed that teachers' self-efficacy manifested across Bandura's three dimensions: magnitude (handling various difficulty levels), generality (consistency across different subjects), and strength (persistence through challenges). Islamic values such as patience (sabar), sincerity (ikhlas), and compassion significantly reinforced teachers' self-efficacy, transforming pedagogical challenges into spiritual responsibilities. The findings demonstrate that faith-based contextualization enhances teacher resilience and commitment to inclusive practices. This research contributes to understanding how religious values can be integrated into teacher preparation programs for inclusive education, particularly in faith-based school settings. The study recommends strengthening professional development that incorporates spiritual dimensions to build sustainable teacher self-efficacy in inclusive classrooms.