Model of Underlying Factors of Resilient Curriculum Planning with the Mediating Role of Emotional Literacy in Primary Teachers' Professional Skills

Background and Objectives: The present study aimed to test the model of underlying factors of resilient curriculum planning with the mediating role of emotional literacy in the professional skills of primary school teachers in Kerman city.
Methodology: This research was applied in terms of purpose and descriptive-correlational in terms of method, employing a quantitative approach using Structural Equation Modeling (SEM). The statistical population included all primary school teachers in Kerman during the 2024-2025 academic year, from which a sample of 384 teachers was selected through proportionate stratified random sampling. Data were collected using researcher-made questionnaires on underlying factors of resilient curriculum planning and professional skills, as well as an emotional literacy questionnaire (derived from the Bar-On Emotional Intelligence Model). The validity of the instruments was confirmed through content and face validity, and reliability was established using Cronbach's alpha (above 0.87). Data analysis was performed using SPSS and AMOS software.
Findings: The results showed that individual, organizational, and programmatic factors had a significant effect on resilience-based curriculum planning (β=0.52, P<0.001), and resilience-based curriculum planning directly enhanced teachers' professional skills (β=0.28, P<0.001). Furthermore, emotional literacy played a significant mediating role in the relationship between underlying factors and professional skills (indirect effect = 0.32, 95% CI: 0.21-0.44). Model fit indices (RMSEA=0.058, CFI=0.93) supported the optimal fit of the final model.
Conclusion: The developed model demonstrates that enhancing primary teachers' professional skills requires simultaneous attention to both structural and emotional dimensions. These findings can provide a scientific basis for revising teacher education programs through a resilience-oriented approach.