Teachers perform a wide range of roles and responsibilities that extend beyond classroom instruction (Siddiqui & Ahamed, 2020; Keiler, 2018; Miller, 2021). These include delivering educational and training activities, adhering to civil service regulations, maintaining regular class attendance, fulfilling professional duties, communicating with school stakeholders, carrying out tasks assigned by the state, and adapting to ongoing changes in the educational environment. In the course of performing these responsibilities, teachers inevitably encounter various challenges that influence both their work performance and overall health (Oliveira et al., 2025). While some teachers remain motivated and resilient despite these difficulties, others may experience reduced energy, diminished confidence, and a sense of powerlessness. Such differences in responses may be attributed to individual factors such as past experiences and personality traits, which shape how teachers perceive and cope with professional demands. These variations stress the importance of understanding the concepts of occupational resilience and subjective well-being (SWB), as both reflect how individuals evaluate and respond to their professional and personal experiences.
Although extensive research has examined teacher stress in the workplace (Jayman, 2026; Li et al., 2026; Sharma & Chand, 2025; Collie & Mansfield, 2022; Bidi et al., 2024), studies on teacher occupational resilience have only gained attention in recent years (Beltman et al., 2011). Occupational resilience is defined as a teacher’s ability to adapt to changing conditions, overcome challenges, and sustain commitment to the profession (Baatz & Wirzberger, 2025). This concept is closely linked to SWB, which reflects teachers’ overall life satisfaction and emotional state. These constructs provide a more comprehensive understanding of how teachers maintain effectiveness and stability in demanding educational contexts.
Given the increasing demands placed on educators, particularly in alternative education settings, it is essential to examine the occupational resilience and SWB of teachers. Understanding the relationship between these variables is crucial for improving teacher effectiveness and enhancing the quality of education.
