Effect of Teachers’ Emotional Resilience on Well-being at Secondary Level

Abstract

The present research investigated the association between emotional resilience and well-being among secondary school teachers, with particular attention to the extent to which emotional resilience influences teachers’ well-being. The study adopted a correlational research design and focused on a total population of 8,911 secondary school teachers working in the Lahore division. From this population, a representative sample of 395 teachers was drawn using a multi-stage random sampling technique. Data were obtained through two adapted instruments, both structured on a five-point Likert scale to ensure consistency in measurement. For statistical analysis, several inferential methods were applied, including the Pearson product-moment correlation coefficient to determine relationships between variables and linear regression to assess predictive influence. The analysis demonstrated a statistically significant and positive relationship between emotional resilience and well-being, signifying that higher levels of emotional resilience contribute directly to improved well-being among teachers. Overall, the study highlights the critical role of emotional resilience as a determinant of teachers’ psychological and professional well-being. Consequently, it recommends the cultivation of resilience-building practices and interventions within educational settings as a means to support and strengthen teachers’ capacity to cope with professional challenges and enhance their overall quality of life.