Abstract
The study emphasizes the contrast between active and passive coping and their influence on emotional well-being. The findings align with national and international data, confirming the reliability of the adapted scales and supporting the development of stress-resilience programs for teachers. Modern social and professional realities increasingly demand psychological resilience from specialists, particularly in education. Growing informational pressure, social uncertainty, and emotional burnout highlight the need for reliable diagnostics of teachers’ stress resilience as a key resource for adaptation and effective work. The aim of the study is the linguistic and cultural adaptation of psychodiagnostic methods for assessing stress resilience among Kazakh-speaking teachers, as well as conducting a correlation analysis of the initial empirical results obtained. The hypothesis of the study is that diagnostic instruments adapted into the Kazakh language will allow the identification of relationships between teachers’ perceived stress levels, symptoms of chronic stress, and the coping strategies they employ. A total of 353 teachers participated, varying in experience and professional profiles. The Perceived Stress Scale (PSS), Chronic Stress Scale (LKCS), and Ways of Coping Questionnaire (WCQ) were culturally and linguistically adapted. Correlation analysis showed a positive relationship between high perceived stress, chronic stress symptoms, and emotional or avoidance coping. In contrast, planning and proactive coping strategies were negatively correlated with perceived stress, indicating a protective role.