Colette HirschALJAWHARAH ABDULRAHMAN ABDULAZIZ ALMUQRIN2022-05-262022-05-26https://drepo.sdl.edu.sa/handle/20.500.14154/31338Abstract Background. Teaching is one of the most challenging occupations and schoolteachers frequently experience high levels of emotional distress. While research has identified external factors that promote emotional distress, less is known about internal factors such as resilience, negative interpretation bias (tendency to generate negative interpretations) and their association with emotional distress. This research is the first to explore the association between resilience, emotional distress, and interpretation bias in schoolteachers. This research also investigates potential differences in resilience amongst primary and secondary schoolteachers. Methods. Forty-five schoolteachers (19 primary and 26 secondary schoolteachers) completed a survey in a single online assessment. This online survey utilised questionnaires to assess resilience (Connor-Davidson Resilience Scale) and emotional distress (Depression, Anxiety, and Stress Scale), and included a cognitive task to assess interpretation bias. Additional questionnaires were used to assess worry (Penn State Worry Questionnaire), work-related stress (Management Standards Indicator Tool) and emotion regulation techniques (Emotion Regulation Questionnaire). Results. Higher resilience levels are associated with lower levels of emotional distress. Furthermore, primary schoolteachers have lower resilience levels than secondary schoolteachers. Nevertheless, contrary to the researcher’s expectation, negative interpretation bias is not associated with resilience. Conclusions. Schoolteachers with higher resilience have lower emotional distress. Therefore, mental health professionals could develop future interventions to foster resilience, which would help to alleviate schoolteachers’ emotional distress. Moreover, primary schoolteachers have a lower resilience level than secondary schoolteachers. Therefore, mental health professionals should take into consideration schoolteachers’ work setting (primary or secondary) when developing interventions.en