This study aimed to determine the relationship between work attitudes and occupational resilience of teachers handling learners with special educational needs in Carmen District, Davao del Norte. Specifically, it sought to assess the levels of work attitudes and occupational resilience, examine the relationship between these variables, and identify which domains of work attitudes significantly influence occupational resilience. A quantitative descriptive-correlational design was employed. The respondents were seventy-eight SNED teachers, with total enumeration used to include all eligible participants. Data were collected through questionnaires administered face-to-face. Work attitudes were measured in terms of sense of efficacy, sense of community, and sense of professional interest, while occupational resilience was assessed through personal competence, tolerance of stress and adversity, and positive acceptance of change. Weighted mean, standard deviation, Pearson’s correlation, and multiple regression analysis were used. Findings revealed that these teachers exhibited strong work attitudes and high levels of occupational resilience. Overall work attitudes were significantly related to occupational resilience, with sense of community and sense of efficacy emerging as significant predictors. Sense of professional interest did not significantly influence resilience. These results highlight the importance of relational support and personal efficacy in sustaining teacher resilience in challenging contexts. Based on these findings, SNED teachers may enhance their community and efficacy through mentoring and professional learning activities. School heads may promote supportive climates, while policymakers may incorporate teacher well-being and professional development into education policies. Future research may explore other factors influencing occupational resilience and examine changes in work attitudes and resilience over time.