Abstract

• The main purpose of this study was to explore protective factors for resilience among basic education teachers. The sample of this study was chosen from Yangon Region and Mon State. A total of 480 basic education teachers participated in this study. Quantitative perspectives were used in this study. In this study, Teacher Resilience Inventory designed by Muller et al. (2014) consist of 36 items with a four-point Likert scale was used. This instrument measured the degree to which each of the six protective factors defined by Henderson and Milstein (1996). Cronbach's alpha for inventory of total protective factors for resilience was 0.917. ANOVA results showed that there were significant differences in purpose and expectation and clear and consistent boundaries factors for resilience among teaching subject areas. The result of the independent sample t-test showed that there was only significant difference in nurture and support factor for resilience by location at the 0.05 level. MANOVA results showed that there were significant differences in positive connections, life guiding skills and clear and consistent boundaries factors by teacher’s designation. Moreover, MANOVA results showed that there were significant differences in purpose and expectation, life guiding skills and clear and consistent boundaries factors by teacher’s qualification. However, MANOVA results showed that there were no significant differences in protective factors by teaching experience. The data showed that there were significant differences only in the interaction of teachers’ designation and teachers’ qualification.