IN-PERSON MADRID FOCUS ON PEDAGOGY. SECTION B

Abstract

This study examines the interplay of risk and protective factors in teacher resilience among 348 educators. Using a person-centered approach, we integrated work engagement, psychological wellbeing (Ryff), burnout, resilience (BRS), and the dualistic model of passion (harmonious vs. obsessive) regarding teachers’ hobbies. A three-cluster solution was identified as the most theoretically robust model, revealing a nuanced spectrum of professional functioning. The “Resilient-Elite” profile (17.1%) is characterized by peak wellbeing, engagement, and resilience. Notably, this group exhibits high harmonious passion alongside the lowest obsessive passion, suggesting that autonomous, healthy leisure engagement is a vital protective resource. The “Normative-Adaptive” profile (41.7%) represents teachers with moderate, stable resources who maintain functional adaptation but lack robust buffers. Finally, the “Vulnerable-Burnout” profile (41.1%) identifies individuals with elevated exhaustion, diminished wellbeing, and low resilience. These results transcend simple “healthy vs. burnt-out” dichotomies. The large “Normative” group is identified as the primary target for pedagogical interventions aimed at preventing resource erosion before clinical burnout occurs. Findings underscore that sustaining teacher vitality requires not only reducing professional burdens but also cultivating harmonious passion and self-regulation. For school leadership, this implies that supportive environments should prioritize autonomous professional development and healthy work-life integration. By recognizing these distinct profiles, schools can design evidence-based support systems that foster long-term teacher resilience and classroom effectiveness.