View in EDS

A Systematic Review on Teacher Resilience Assessment: Trends, Foci, and Implications

Saved in:
Bibliographic Details
Title: A Systematic Review on Teacher Resilience Assessment: Trends, Foci, and Implications
Language: English
Authors: Edouard Munezero (ORCID 0009-0003-6084-8580), Edit Tóth (ORCID 0000-0001-9281-5730), Ágnes Hódi (ORCID 0000-0003-0325-1449)
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
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1505422
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: EJ1505422
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: A Systematic Review on Teacher Resilience Assessment: Trends, Foci, and Implications
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Edouard+Munezero%22">Edouard Munezero</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0003-6084-8580">0009-0003-6084-8580</externalLink>)<br /><searchLink fieldCode="AR" term="%22Edit+Tóth%22">Edit Tóth</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9281-5730">0000-0001-9281-5730</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ágnes+Hódi%22">Ágnes Hódi</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0325-1449">0000-0003-0325-1449</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Hungarian+Educational+Research+Journal%22"><i>Hungarian Educational Research Journal</i></searchLink>. 2026 16(1):101-128.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: 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
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 28
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2026
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Information Analyses
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Literature+Reviews%22">Literature Reviews</searchLink><br /><searchLink fieldCode="DE" term="%22Resilience+%28Psychology%29%22">Resilience (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Persistence%22">Teacher Persistence</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluation+Methods%22">Evaluation Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Research%22">Educational Research</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Trends%22">Educational Trends</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Welfare%22">Teacher Welfare</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2064-2199
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1505422
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1505422
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 28
        StartPage: 101
    Subjects:
      – SubjectFull: Literature Reviews
        Type: general
      – SubjectFull: Resilience (Psychology)
        Type: general
      – SubjectFull: Teacher Persistence
        Type: general
      – SubjectFull: Evaluation Methods
        Type: general
      – SubjectFull: Educational Research
        Type: general
      – SubjectFull: Educational Trends
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Teacher Welfare
        Type: general
      – SubjectFull: Instructional Effectiveness
        Type: general
    Titles:
      – TitleFull: A Systematic Review on Teacher Resilience Assessment: Trends, Foci, and Implications
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Edouard Munezero
      – PersonEntity:
          Name:
            NameFull: Edit Tóth
      – PersonEntity:
          Name:
            NameFull: Ágnes Hódi
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-electronic
              Value: 2064-2199
          Numbering:
            – Type: volume
              Value: 16
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: Hungarian Educational Research Journal
              Type: main
ResultId 1