Oporto, MartaFernández Andújar, MarinaJarque Fernández, SoniaAmado Luz, LauraCalderón Garrido, Caterina2025-10-302025-10-302025-10-101137-8778https://hdl.handle.net/2445/223982This study reports the findings of an investigation on teachers’ perception of self-efficacy with regard to working on skills related to resilience in their pupils. Specifically, teachers were asked the following question: “To what extent do you feel prepared to foster the development of resilience skills in your pupils?”. The specific aim of this chapter therefore is to summarise the levels of self-efficacy perceived in relation to teacher’s work on resilience. First, we outline an approach to the concept of self-efficacy within the school context and then present the results of the interview conducted with the sample of participating teachers. The research method was based on the use of a qualitative survey technique. The qualitative analysis of the responses allowed us to establish four categories regarding teachers’ perceived level of self-efficacy: perception of high self-efficacy, perception of low self-efficacy, doubts about their self-efficacy and unspecified perception of self-efficacy. The implications at the educational level of the established categorization will be analysed to clarify the relationship between resilience and teachers’ perceived self-efficacy and to address its work in the classroom.22 p.application/pdfengcc by (c) Oporto, Marta et al., 2025http://creativecommons.org/licenses/by/3.0/es/Educació primàriaResiliència (Tret de la personalitat)MestresAutoeficàciaPrimary educationResilience (Personality trait)Elementary school teachersSelf-efficacyinfo:eu-repo/semantics/article7614752025-10-30info:eu-repo/semantics/openAccess