Strength and Strategy: the Role of Resilience in Iranian EFL Teachers' Critical Thinking and Classroom Management

Given the significance of teacher-related factors in teacher effectiveness and a significant gap in the literature, this study aimed to address the relationship between iranian efl teachers’ resilience, critical thinking, and classroom management. employing a quantitative design, 200 iranian efl teachers (100 males and 100 females) were selected through convenience sampling from private language institutions in kerman, iran. data were collected using the persian version of the resilience questionnaire, the english version of the critical thinking questionnaire, and the persian version of the classroom management questionnaire. the results indicated a positive, significant relationship between efl teachers’ resilience and their critical thinking. furthermore, a significant, positive correlation was found between teachers’ resilience and classroom management. additionally, the results demonstrated a significant, positive relationship between critical thinking and classroom management among the teachers. these findings might hold significant implications for efl teachers, efl teacher trainers, language institutions, and efl learners.