Abstract The increase in emotional burnout of teachers under martial law has a negative impact on their professional health and work efficiency. The study of resilience as a key factor for maintaining the psycho-emotional well-being of teachers is especially relevant for supporting their professional sustainability in crisis conditions. Therefore, the study aims to investigate the impact of resilience on the ability of teachers to withstand stress and emotional burnout during a full-scale war in Ukraine. The study used a mixed method: quantitative analysis of data of 384 teachers (using the CD-RISC-25 and MBI-10 scales) and qualitative analysis of 15 semi-structured interviews. The sample included teachers from different regions (Rivne, Khmelnytskyi, Kyiv, Sumy, and Dnipro regions). The results showed that resilience has a significant negative connection with emotional burnout (r = -0.52, p for the adaptation of teachers. The results can be used to develop institutional support mechanisms (trainings, psychological support, transformational leadership). The study proves that resilience is a key resource for maintaining the professional health of teachers in crisis conditions, and its formation should be a priority for Ukraine's educational policy.
Шкабаріна et al. (Mon,) studied this question.