An extensive body of literature has shown a multitude of risk and protective factors that influence teachers’ resilience. Diversity is one of those factors, an issue which is especially prevalent for teachers in vocational and training, mainly because of the following reasons: First, teachers in this area are usually trained as professionals in a specific vocational field. Thus, they very often combine teaching with another job, and consequently experience diversity between their diffrent workplaces, i.e. school and company. Secondly, vocational school students are a quite heterogeneous target group, e.g. with regard to their educational, motivational, cultural and linguistic background. Based on the conceptualization of teacher resilience as multifaceted construct (e.g., Mansfield et al., 2016) and on data from survey and interview studies in Switzerland and Germany, our presentation is focused on the question of how perceived diversity impacts different resilience outcomes (e.g., job satisfaction, work engagement, self-efficacy) of teachers in vocational education and training.

.