Teachers’ Adaptability And Emotional Resilience: A Systematic Literature

Abstract

Teachers’ adaptability and emotional resilience have gained increasing attention as essential competencies in managing the complexities of modern educational landscapes. Despite the growing body of literature, there remains a lack of comprehensive synthesis on how resilience is shaped, sustained, and enacted across different teaching contexts. This systematic literature review aims to explore the key dimensions, contextual factors, and relational dynamics that underpin teacher resilience and adaptability. The study employed a rigorous search strategy using the SCOPUS and Web of Science databases, guided by the PRISMA framework for systematic reviews. The keyword “teacher resilience” was used to extract relevant peer-reviewed publications, resulting in 151 articles after the final screening process. The data were thematically analysed, and three dominant themes were identified: (1) Dimensions and Determinants of Teacher Resilience, which examines the psychological, emotional, and professional factors that influence individual resilience; (2) Contextual Challenges and Resilience in Diverse Teaching Environments, which highlights how geographical, cultural, and institutional settings shape the resilience process; and (3) Student–Teacher Interactions and Resilience Transfer, which explores how teacher resilience influences and is influenced by student behaviour and classroom relationships. The findings demonstrate that resilience is a multidimensional construct influenced by both internal capacities and external support systems and that it plays a critical role in teacher well-being, professional identity, and long-term retention. This review contributes to a more sophisticated understanding of teacher resilience and offers insights for policymakers, educational leaders, and teacher educators in designing effective support systems and training programs. The article concludes by emphasising the need for more studies that address underexplored contexts and longitudinal impacts of resilience-based interventions in education.