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This qualitative study explores Professional Sense of Coherence (PSOC) and hybrid identity formation among Palestinian-Jerusalemite Hebrew teachers in conflict-affected East Jerusalem. Drawing on a salutogenic framework, the study analyzes in-depth interviews with 19 teacher training program graduates. Thematic analysis reveals three core PSOC dimensions: meaningfulness, comprehensibility, and manageability. Meaningfulness serves as a catalyst for identity construction, positioning teachers as cultural mediators and agents of change. The study introduces ‘cultural manageability’ as a new, context-specific dimension reflecting educators’ capacity to navigate sociopolitical tensions. Findings demonstrate that these teachers develop adaptive, hybrid professional identities, skillfully negotiating the boundaries between their cultural backgrounds and pedagogical roles. This research extends the salutogenic paradigm to complex educational settings, offering an integrative model for teacher education. It highlights how PSOC fosters resilience and coherence, enabling educators to bridge divides in challenging environments.
Manor et al. (Sun,) studied this question.