PSYCHOLOGICAL RESILIENCE AND ADAPTATION OF TEACHERS IN THE MODERN EDUCATIONAL ENVIRONMENT

Abstract

The article examines the relationship between psychological resilience and the professional adaptation of teachers in the contemporary educational environment. The quantitative component of the study involves 48 teachers from the Targovishte region, fifteen of whom also participated in the qualitative phase through interviews. Instruments used include the Brief Resilience Scale (BRS) and a custom-developed scale for professional adaptation. A strong, positive, and statistically significant correlation was found between the two variables (r = 0.727; p < 0.001); differences were also observed based on gender, age, and length of teaching experience. The interviews supplement the quantitative findings by providing insights into professional challenges, sources of stress, and coping strategies within the school environment. The results underscore the importance of psychological resilience for the professional adaptation of teachers.