Objective:

This paper aims to analyze and compare factors of resilience in primary level teachers who perform in context with and without social vulnerability features, from Provincia de Mendoza, Argentina. This study is based on theoretical contributions of Henderson and Milstein, the variables considered were as follows: meaningful involvement, pro-social behavior, self-steem, learning and support perception.

Method:

This study was conducted based on a quantitative, descriptive and comparative method, and non-experimental and transverse design. 66 teachers were sampled, as follow: 34 of them were working in socially vulnerable contexts and 32 teachers were working on contexts without vulnerability. Teacher Resilience Scale and a Semi-structured Interview were used as instruments.

Result:

Significant differences in pro-social behavior factors were evident, where teachers in vulnerable contexts show higher scores and a trend towards significance on perceived support and meaningful participation factor, in favor of their own group. These results show the importance of mutual support, teamwork and institutional support as protective factors.

Conclusions:

The adverse context features can generate risks and difficulties on teachers’ daily work simultaneously; these features function as enhancing resilience processes.

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