A Systematic Review on Teacher Resilience Assessment: Trends, Foci, and Implications
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| Title: | A Systematic Review on Teacher Resilience Assessment: Trends, Foci, and Implications |
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| Language: | English |
| Authors: | Edouard Munezero (ORCID |
| Source: | Hungarian Educational Research Journal. 2026 16(1):101-128. |
| Availability: | AK Journals. 1117 Budapest, Budafoki str. 187-189, A Building, 3rd floor, Budapest, Hungary. Tel: +36-1-464-8282; Fax: +36-1-464-8251; e-mail: info@akjournals.com; Web site: https://akjournals.com |
| Peer Reviewed: | Y |
| Page Count: | 28 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Information Analyses |
| Descriptors: | Literature Reviews, Resilience (Psychology), Teacher Persistence, Evaluation Methods, Educational Research, Educational Trends, Foreign Countries, Teacher Welfare, Instructional Effectiveness |
| ISSN: | 2064-2199 |
| Abstract: | Teacher resilience (TR) has gained increasing attention as a key factor in teacher well-being, career retention, and adaptive professional practice. Despite rapid growth in the broader TR literature, limited attention has been given to how resilience is assessed, how methodological choices shape what is measured, and how assessment findings relate to professional outcomes. This systematic review synthesizes empirical research on Teacher Resilience Assessment (TRA) published between 2010 and 2022, drawing on 52 studies identified through a PRISMA-guided search. The review maps publication patterns, geographic distribution, and methodological designs and provides a thematic synthesis of key conceptual foci in TRA research. Five interconnected domains are identified: personal and psychological resilience, emotional regulation and coping, professional commitment and adaptive practice, relational and organizational supports, and contextual and crisis-related influences. These domains are unevenly represented across studies and closely aligned with research design. Quantitative approaches predominantly operationalize individual dimensions of resilience through standardized self-report instruments, whereas qualitative and mixed-methods studies illuminate relational, organizational, and contextual processes. Across contexts, assessed resilience is consistently associated with teacher well-being, reduced burnout, career persistence, and adaptive instructional practice. Persistent gaps include concentration of studies in high-income settings, reliance on cross-sectional designs, and limited cross-cultural validation of tools. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1505422 |
| Database: | ERIC |
| Abstract: | Teacher resilience (TR) has gained increasing attention as a key factor in teacher well-being, career retention, and adaptive professional practice. Despite rapid growth in the broader TR literature, limited attention has been given to how resilience is assessed, how methodological choices shape what is measured, and how assessment findings relate to professional outcomes. This systematic review synthesizes empirical research on Teacher Resilience Assessment (TRA) published between 2010 and 2022, drawing on 52 studies identified through a PRISMA-guided search. The review maps publication patterns, geographic distribution, and methodological designs and provides a thematic synthesis of key conceptual foci in TRA research. Five interconnected domains are identified: personal and psychological resilience, emotional regulation and coping, professional commitment and adaptive practice, relational and organizational supports, and contextual and crisis-related influences. These domains are unevenly represented across studies and closely aligned with research design. Quantitative approaches predominantly operationalize individual dimensions of resilience through standardized self-report instruments, whereas qualitative and mixed-methods studies illuminate relational, organizational, and contextual processes. Across contexts, assessed resilience is consistently associated with teacher well-being, reduced burnout, career persistence, and adaptive instructional practice. Persistent gaps include concentration of studies in high-income settings, reliance on cross-sectional designs, and limited cross-cultural validation of tools. |
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| ISSN: | 2064-2199 |
