Abstract:

This paper highlights a key aspect of a larger mixed-methods study examining teacher resilience during crisis-driven emergency remote teaching in Israel, focusing on the role of perceived support as a protective mechanism that buffers teacher anxiety.

The study surveyed 293 teachers several months after the war escalated, using both open- and closed-ended questions to measure anxiety across three areas (teaching-related, security-related, and work–life balance) and perceived support across four dimensions (pedagogical, emotional, technological, and organizational). Resilience is seen as a dynamic process that develops through context-sensitive protective mechanisms rather than as a stable personal trait.

A General Linear Model (GLM) was used to explore differences in anxiety levels based on perceived support category (low, medium, high), while accounting for gender and educational stage. The multivariate results were significant, indicating that support level had a statistically significant multivariate effect across all three anxiety domains.

Univariate tests further showed that higher perceived support was linked to significantly lower anxiety across all areas: Teaching-related anxiety, Security-related anxiety, and Work-life balance anxiety. Pairwise comparisons revealed that teachers with high perceived support experienced considerably less anxiety than those with low or medium support, confirming the buffering effect of support even in highly stressful situations.

Furthermore, qualitative insights revealed relational and emotional anchors, as teachers’ narratives provided a deeper understanding of how perceived support translated into emotional protection. Respondents often described the importance of “feeling accompanied” by principals, colleagues, and school networks. Expressions of empathy, consistent communication, and accessible guidance fostered a sense of shared resilience. In contrast, teachers who reported insufficient or dismissive leadership communication expressed feelings of abandonment and increased anxiety. These findings demonstrate that support was valued not only for its practical benefits (e.g., technical help or instructional resources) but also for its symbolic significance as recognition and care within the school community.

Findings emphasize that institutional support is a vital protective factor for teacher well-being during emergencies. Besides logistical help, schools should foster environments of trust, empathy, and ongoing communication. Support needs to be visible, consistent, and multifaceted, combining pedagogical guidance, emotional recognition, and flexible organizational strategies. By integrating such mechanisms into preparedness plans, education systems can proactively boost teachers’ resilience and maintain professional continuity amid recurring disruptions.

Keywords:

Teachers, Emergency Remote Teaching (ERT), Anxiety, Perceived support, Resilience.