Iranian Journal of Educational Sociology 2645-3460 In Press 2026 11 01 Developing an Educational Policy-Making Model for Enhancing Teachers’ Resilience: A Case Study of Bushehr City Developing an Educational Policy-Making Model for Enhancing Teachers’ Resilience: A Case Study of Bushehr City 1 18 10.61838/mxcg6280 EN Journal Article 2026 05 02 <p><strong>Purpose:</strong> This study aimed to develop and empirically validate an educational policy-making model for enhancing teachers’ resilience in Bushehr City.</p> <p><strong>Methods and Materials:</strong> This applied study employed an exploratory sequential mixed-methods design. In the qualitative phase, 18 experts in educational administration, educational policy, psychology, and human resource management were selected through purposive and snowball sampling and participated in semi-structured interviews until conceptual saturation was achieved. Interview data were analyzed through systematic coding and constant comparison to extract the main dimensions and components of the model. In the quantitative phase, 300 public-school teachers in Bushehr City were selected through stratified random sampling. A researcher-developed questionnaire based on the qualitative findings was used for data collection. Confirmatory factor analysis and structural equation modeling were applied to evaluate the measurement model, assess model fit, and test the hypothesized structural relationships.</p> <p><strong>Findings:</strong> Structural equation modeling indicated an acceptable fit for the proposed model (χ²/df = 2.17, GFI = 0.907, CFI = 0.946, IFI = 0.947, TLI = 0.939, RMSEA = 0.063, and SRMR = 0.051). Policy antecedents and drivers significantly predicted resilience-oriented policy strategies (β = 0.61, p &lt; 0.001). Institutional and contextual conditions significantly predicted policy strategies (β = 0.54, p &lt; 0.001), teacher capacity development (β = 0.47, p &lt; 0.001), and implementation mechanisms (β = 0.29, p &lt; 0.001). Teacher capacity development significantly predicted policy strategies (β = 0.38, p &lt; 0.001) and individual and organizational outcomes (β = 0.31, p &lt; 0.001). Resilience-oriented policy strategies strongly predicted implementation mechanisms (β = 0.72, p &lt; 0.001) and outcomes (β = 0.41, p &lt; 0.001), while implementation mechanisms had the strongest direct effect on outcomes (β = 0.58, p &lt; 0.001).</p> <p><strong>Conclusion:</strong> The findings support a multidimensional and systemic model in which teacher resilience is strengthened through coordinated policy formulation, supportive institutional conditions, capacity development, and effective implementation mechanisms, ultimately improving both individual and organizational educational outcomes.</p> https://qijes.com/index.php/ijes/article/download/1557/1535