Asian Journal of Education and Social Studies

Researchers have reported that teaching is one of the noblest, most challenging, and stressful professions in the world. Effective teaching is essential for improving students’ learning outcomes, and this becomes possible when teachers adapt to new educational policies, pedagogical approaches, methodologies, and changing classrooms, as well as cope with the professional demands. Teacher resilience has emerged as an important area of research because it helps teachers recover from traumatic situations, overcome professional challenges, remain committed, and teach effectively. The literature suggests that teacher resilience is not a single trait but a multifaceted construct encompassing individual, contextual, and professional factors that collectively influence teachers’ ability to adapt and function effectively in demanding professional environments. Further literature suggests that contextual factors, especially school organisational climate, influence teacher resilience more strongly than individual traits. However, limited literature has comprehensively explained the concepts of teacher resilience and school organisational climate and their association. Therefore, the present paper aims to provide a conceptual analysis of school organisational climate and teacher resilience and examine the association between these variables. A conceptual approach was used in the present study. Relevant and recent peer-reviewed studies related to teacher resilience and school organizational climate were identified through a literature search of major academic databases, including Scopus, Web of Science, and Google Scholar. The study highlights the importance of developing a supportive school organisational climate to strengthen teacher resilience, improve teacher well-being, and enhance professional effectiveness. The findings may help teacher educators, school leaders, and policymakers design resilience-supportive educational environments and teacher development programmes.