Over two decades of research, compelling evidence obtained by empirical studies has verified the powerful effects of teachers’ senseof efficacy regarding their instructional activities as well as student attitudes and achievements. Findings of various studies have also revealed that teachers sense of efficacy affects teachers’ control orientationsand control behaviors; their use of classroom discussions and innovative teaching practices. Teacher resilience is also conceptualized as teachers’ capacity to be resilient as they experience different conditions in their work and lives. The present study investigated the multivariate relationship between self-efficacy and resilience, experienced by in-service Iranian EFL teachers. The sample consisted of 124EFL teachers, teaching at various private language institutes. The already validated scales for the two variables were administered to the in-service teachers. Canonical correlation analysis revealed a positive multivariate relationship between the two constructs. This means that if teachers believe their efficacy is higher, they tend to be more resilient during teaching. Canonical loadings also indicate significant correlations among the components of both self-efficacy and resilience. The results ofthis study have theoretical and pedagogical implications for teacher education programs.
