Examining Nexus between Teachers’ Emotional Resilience and Well-being: An Empirical Evidence from Secondary Level

Abstract

This study explored the relationship between emotional resilience and well-being among secondary school teachers, with a particular focus on the influence of emotional resilience on overall well-being. A correlational research design was employed, targeting a population of 8,911 secondary school teachers in the Lahore division. Through multi-stage random sampling, a final sample of 395 teachers was selected. Data collection was conducted using two adapted questionnaires, both structured on a five-point Likert scale. The analysis employed inferential statistical techniques, including the Pearson correlation coefficient, one-way ANOVA, independent samples t-test, and linear regression. The findings revealed a significant positive correlation between emotional resilience and well-being, indicating that higher emotional resilience contributes to enhanced well-being among teachers. Furthermore, gender-based analysis identified significant differences in both emotional resilience and well-being. These results underscore the vital role of emotional resilience in promoting teachers’ well-being and highlight the necessity of implementing strategies aimed at strengthening resilience within the teaching profession.

Key Words: Emotional Resilience, Well-being, and Secondary School Teachers