Conclusions
The findings of this study suggest that the teachers’ gender and level of teaching experience should be considered to be leading factors for determining teacher resiliency, as important as other elements such as teacher and classroom characteristics. However, the participants’ comments in the interview indicated that they believed that they were resilient and familiar with the concept from different perspectives. Given the results of this study, teachers, teacher trainers, supervisors, syllabus and materials designers, and language policy makers should figure out the significance of how to promote teachers’ resilience not only in ELT but also in ESP classrooms.