THE TEACHER’S EMOTIONAL RESILIENCE IN THE POST-PANDEMIC CLASSROOM

Abstract

The COVID-19 pandemic has significantly reshaped educational environments, placing increased emotional and psychological demands on teachers. As schools move into the post-pandemic period, teachers are required to address not only academic learning gaps but also students heightened emotional and behavioral needs. This article examines the concept of teachers’ emotional resilience in the post-pandemic classroom and highlights its importance for sustaining professional well-being and effective teaching. Emotional resilience is defined as the ability to adapt to stress, recover from adversity, and maintain emotional balance in challenging circumstances. The paper explores key post-pandemic challenges faced by teachers, including burnout, emotional exhaustion, and increased workload. Additionally, it discusses individual and institutional strategies for strengthening emotional resilience, such as self-care practices, emotional regulation, professional support, and positive school leadership. The article concludes that fostering teachers’ emotional resilience is essential for creating supportive learning environments and ensuring long-term educational quality in the post-pandemic era.