Examining The Relationship Between Teachers' Levels of Professional Professionalism and Their Professional Resilience Beliefs

Background/purpose. Teachers are supposed to exhibit high professional competence, knowledge, and abilities to improve educational quality. Although teachers may carry out their responsibilities with a high level of professionalism, teaching may become a stressful job. This study aims to investigate teachers' professional competence levels, professional resilience beliefs, and the relationship between these two constructs.

Materials/methods. This correlational study examined 467 primary, secondary, and high school teachers selected via convenience sampling from Dulkadiroğlu and Onikişubat districts in Kahramanmaraş. Data were gathered using a Personal Information Form, the Teachers' Professionalism Scale, and the Teachers' Professional Resilience Belief Levels Scale. Data were analyzed in SPSS 28.0 and JASP using descriptive statistics (frequency, mean, standard deviation), Pearson correlation, and regression analysis to determine whether professionalism predicts resilience beliefs.

Results. The results indicated that teachers possess high levels of professional expertise and resilience. A significant, strong positive correlation was found between teachers' professional expertise and their beliefs about professional resilience.

Conclusion. This research highlights that teachers' levels of professional expertise are a significant indicator of their beliefs regarding professional resilience. This situation underscores that, in order to enhance teachers' professional resilience, their professional expertise must first be nurtured.

Keywords: Profession, professionalism, professional resilience belief.

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