International Journal of

ADVANCED AND APPLIED SCIENCES

EISSN: 2313-3724, Print ISSN: 2313-626X

Frequency: 12

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 Volume 13, Issue 8 (August 2026), Pages: 74-82

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 Original Research Paper

Educational policy and interpersonal support in strengthening teacher resilience

 Author(s): 

Son Duc Nguyen 1, Nguyet Minh Le 1, *, Linh Thi Khanh Vu 1, Thien Thi Hai Nguyen 1, Hue Thanh Ha 2, Thu Thi Xuan Le 2

 Affiliation(s):

1Faculty of Psychology and Education, Hanoi National University of Education, Hanoi, Vietnam
2Faculty of Political Science and Educational Psychology, Hung Vuong University, Viet Tri, Vietnam

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 * Corresponding Author. 

   Corresponding author's ORCID profile:  https://orcid.org/0009-0007-4883-4273

 Digital Object Identifier (DOI)

 
https://doi.org/10.21833/ijaas.2026.08.008

 Abstract

Educators in underprivileged areas often face obstacles such as insufficient resources, limited professional development opportunities, and geographic isolation, which can affect their effectiveness and mental health. Resilience, defined as the capacity to overcome challenges while maintaining professional commitment, is therefore essential for sustaining educational quality. Although previous research highlights systemic supports (e.g., policies and administrative mechanisms) and interpersonal supports (e.g., colleagues, students, and families) as factors influencing resilience, limited evidence exists on how these factors function in the Vietnamese context, particularly in the Northern Midlands and Mountain provinces. This study aimed to investigate the factors affecting secondary school teachers’ capacity to overcome challenges in instructional activities, focusing on (a) support from policies and administrators and (b) collaboration and support from people around teachers. The results showed that both policy and interpersonal support were positively correlated with teacher resilience. Policy and administrative support had a moderate correlation with resilience (r = 0.43, p < 0.01), while interpersonal support showed a stronger correlation (r = 0.74, p < 0.01). Students’ learning efforts, family support, and peer collaboration were the main sources of motivation, whereas professional development support and social recognition were less influential. Overall, interpersonal relationships provided stronger and more immediate support, while a combination of structural and relational support best sustained teacher resilience in disadvantaged settings.

 © 2026 The Authors. Published by IASE.

 This is an open access article under the CC BY-NC-ND license (https://creativecommons.org/licenses/by-nc-nd/4.0/).

 Keywords

Teacher resilience, Policy support, Interpersonal support, Secondary school teachers, Disadvantaged areas

 Article history

Received 16 December 2025, Received in revised form 14 June 2026, Accepted 12 August 2026

 Acknowledgment

The authors would like to thank all participating teachers, school administrators, and educational institutions in the Northern Midlands and Mountain provinces of Vietnam for their valuable cooperation and support during data collection. 

 Compliance with ethical standards

 Ethical considerations

The study was conducted in accordance with ethical standards. All participants were informed about the research objectives and provided their informed consent voluntarily. The data collected were kept confidential and used strictly for academic research purposes to ensure the privacy of all respondents. 

 Conflict of interest: The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

 Citation:

Nguyen SD, Le NM, Vu LTK, Nguyen TTH, Ha HT, and Le TTX (2026). Educational policy and interpersonal support in strengthening teacher resilience. International Journal of Advanced and Applied Sciences, 13(8): 74-82

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